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The Turkish and Moroccan second generation and their comparison group peers in Amsterdam and Rotterdam The Integration of the European Second Generation Technical Report and Codebook TIES 2006-2007 – The Netherlands
Copyright © 2012. Amsterdam University Press. All rights reserved.
N.E. Hornstra G. Groenewold L. Lessard-Phillips
DANS Data Guide 9
Pallas Publications
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
Copyright © 2012. Amsterdam University Press. All rights reserved.
The Turkish and Moroccan second generation and their comparison group peers in Amsterdam and Rotterdam
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
TIES The Integration of the European Second Generation: http://www.tiesproject.eu/
NIDI Netherlands Interdisciplinary Demographic Institute The Hague – The Netherlands http://www.nidi.knaw.nl/nl [email protected]
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DANS Data Archiving and Networked Services The Hague – The Netherlands http://www.dans.knaw.nl [email protected]
Data – and documentation files are available in EASY under: Persistent-Identifier: urn:nbn:nl:13-cor-2u9
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation and their comparison group peers in Amsterdam and Rotterdam The Integration of the European Second Generation TIES 2006-2007 – The Netherlands Technical Report and Codebook
N.E. Hornstra Copyright © 2012. Amsterdam University Press. All rights reserved.
G. Groenewold L. Lessard-Phillips DANS Data Guide 9
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
2011 DANS / Pallas Publications – Amsterdam University Press, Amsterdam Usage and distribution of this work is defined in the Creative Commons Attribution- Non-Commercial-Share Alike 3.0 Netherlands License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-sa/3.0/deed.nl
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Data Archiving and Networked Services (DANS) P.O. Box 93067 2509 AB The Hague The Netherlands T + 31 70 3446484 F + 31 70 3446482 [email protected] www.dans.knaw.nl
Typesetting and design: JAPES, Amsterdam ISBN e-ISBN e-ISBN NUR
978 90 8555 054 9 978 90 4851 503 5 (pdf) 978 90 4851 641 4 (ePub) 995
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
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Table of Contents Foreword
7
Acknowledgements
9 11 11 12 19
2. Representativeness 2.1 Representativeness of the sample 2.2 Measuring bias: Comparison of respondents and non-respondents 2.3 Weighting
21 21 24 25
3. Documentation of the variables Variables description list
27 27
4. References
59
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1. Introduction 1.1 Background of the TIES surveys 1.2 Fieldwork and response rate 1.3 Data processing
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
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Copyright © 2012. Amsterdam University Press. All rights reserved.
Foreword This publication provides a technical description of the TIES project (The Integration of the European Second generation) survey data collected in the Netherlands in 2006-2007. At the time of writing of this report, all authors were staff members of NIDI. Currently Nienke Hornstra works as a policy advisor at the MBO Raad for Intermediate Vocational Training in Woerden, while George Groenewold works as a senior researcher at the Netherlands Interdisciplinary Demographic Institute (NIDI) in The Hague, and Laurence Lessard-Phillips as a research associate at the Institute for Social Change, University of Manchester. This publication complements another AUP publication entitled “The Position of the Turkish and Moroccan Second Generation in Amsterdam and Rotterdam”, edited by M. Crul and L. Heering, in the IMISCOE research series. The TIES project is an international collaborative survey research endeavour of institutes in Austria, Belgium, France, Germany, Spain, Sweden, Switzerland, and the Netherlands. The project was implemented under the umbrella of the IMISCOE (International Migration, Integration and Social Cohesion) Network of Excellence. Funding of the project was obtained from the Swiss Stiftung für Bevölkerung, Migration und Umwelt (BMU), the German Volkswagen Stiftung, the European Science Foundation (ESF), the Netherlands Organization for Scientific Research (NWO), the Royal Academy of Arts and Sciences (KNAW), the Ministry of Justice (DCIM), and the municipalities of Amsterdam and Rotterdam. The project was designed, implemented and coordinated by Maurice Crul, Hans Vermeulen and Jens Schneider of the Institute for Migration and Ethnic Studies (IMES) at the University of Amsterdam. Technical guidance and coordination of all TIES surveys, including the harmonization of an international dataset of almost 10,000 respondents, was done by a sequence of teams from the Netherlands Interdisciplinary Demographic Institute (NIDI): Jeannette Schoorl and Ernst Spaan; Liesbeth Heering and George Groenewold; and Laurence Lessard-Phillips, Nienke Hornstra and Christopher Ross. Main sources for this report were the “Appendix: Sample Design, TIES survey implementation and evaluation” (Groenewold, 2008), from the publication mentioned above, and the fieldwork report by the survey bureau that implemented the TIES survey in the Netherlands (Veldkamp, 2007).
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The SPSS data files as well as additional documentation files, are available via EASY, the online archiving system of Data Archiving and Networked Services (DANS). The Persistent Identifier of the dataset is urn:nbn:nl:ui:13-cor2u9. The upgrading of the dataset to the international standard of the project was realised with additional financial support of DANS. For detailed information of the International TIES Project see: www.tiesproject.eu
Copyright © 2012. Amsterdam University Press. All rights reserved.
DANS – The Hague – November 2011
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
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Acknowledgements
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This publication as well as the upgrading of the data set to the international standard of the project, was facilitated by a grant (Klein Data Project, KPD) from Data Archiving and Networked Services (DANS). DANS operates under the auspices of the Royal Netherlands Academy of Arts and Sciences (KNAW) and the Netherlands Organisation for Scientific Research (NWO). The authors thank their NIDI colleagues Drs. Joop de Beer and Drs. Liesbeth Heering as well as the editorial staff of DANS and Amsterdam University Press (AUP) for comments and suggestions on earlier versions of this publication.
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
Copyright © 2012. Amsterdam University Press. All rights reserved. The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
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1.
Introduction
1.1
Background of the TIES surveys
The aim of the TIES project was to investigate the integration of children of immigrants. These children were born in the survey country and have at least one parent who was born in Turkey, Morocco or former Yugoslavia. Such children are also known as ‘the second generation’. The focus was on the second generation living in two major areas of concentration, i.e. cities, in each survey country (Crul and Heering 2008; Mulder and Zorlu 2008). The choice of these three groups was straightforward they have rather similar starting positions as children of labour immigrants while the migration history and cultural background of their parents is comparable. The TIES project also surveyed members of a comparison group of which both parents were born in the survey country. This comparison group was included because they interact with and hold perceptions about the second generation (IMES and NIDI 2010). Data collection in the two cities in each survey country was carried out by local survey bureaus under the auspices of nine national TIES partner institutes: Netherlands Interdisciplinary Demographic Institute (NIDI) and Institute for Migration and Ethnic Studies (IMES) of the University of Amsterdam in the Netherlands, the Institute for Social and Political Opinion Research (ISPO), University of Leuven in Belgium; the National Institute for Demographic Studies (INED) in France; the Swiss Forum for Migration and Population Studies (SFM) of the University of Neuchâtel in Switzerland; the Centre for Research in International Migration and Ethnic Relations (CEIFO) of the University of Stockholm in Sweden; the Institute for Migration Research and Intercultural Studies (IMIS) of the University of Osnabrück in Germany, the Institute for the Study of Migration (IEM) of the Pontifical Comillas University of Madrid in Spain, and the Institute for European Integration Research (EIF) of the Austrian Academy of Sciences in Austria. In the Netherlands, respondents of the Turkish and Moroccan second generation were surveyed as well as members of a comparison group. Respondents were residents of the cities of Amsterdam and Rotterdam and in the age range 18-35 at the time of sampling (April 2006). In Amsterdam 237 second generation Turks, 242 second generation Moroccans and 259 comparison group members were interviewed, while in Rotterdam the numbers were, re-
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spectively, 263, 251, and 253, totalling 1505 respondents. The interviews were conducted between June 2006 and July 2007.
1.2
Fieldwork and response rate
1.2.1
Preparation of fieldwork
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1.2.1.1 Questionnaire A TIES international questionnaire (in English) was created by the eight participating countries. This questionnaire was to be used by all country teams but also allowed national discretion in the wording of questions and answer choices. The questions were categorised in the following modules: Id. Identification of the respondent A. Personal details B. Education C. Labour market D. Partner E. Parents F. Housing and neighbourhood G. Social relations and political participation H. Gender roles and child care J. Identity, language and transnationalism K. Religion and religiosity L. Income M. Written questionnaire Ev. Interview evaluation questions 1.2.1.2 Pilot study A pilot study was conducted to assess the questionnaire. Twelve trial interviews were conducted among four second-generation Moroccan, four second-generation Turkish and four Dutch respondents in March 2006. Researchers from NIDI and IMES monitored and evaluated the pilot. The main results of the evaluation of the pilot was that: (1) respondents found the number of questions too elaborate; (2) they expressed positive views about the subject matter covered by the questionnaire; and (3) the questions were not difficult to understand. Based on results of the pilot, the questionnaire was adapted. However, there were limits to the extent to which the questions could be adapted, as it would jeopardize the consistency of the Dutch version of the questionnaire with the international version of the questionnaire, and thus international comparability. For questions where response categories were country-specific (such as names of political parties), and for questions where respondents were invited to choose from different answer categories, the international questionnaire made use of country-specific ‘answer cards’. In case of the
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
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Dutch questionnaire more than 25 answer cards were used. The final version of the questionnaire was completed in May 2006. During the fieldwork interviews were conducted using a lap-top computer (CAPI, i.e. Computer-Assisted Personal Interviewing). In case of questions from module M, respondents were requested to enter their response by themselves (Computer-Assisted Self Interviewing (CASI)). Several range and consistency checks were embedded in the CAPI questionnaire to ensure that, for instance, a respondent indeed belonged to the 18 to 35 year age group, or that the respondent was indeed member of the intended study group. 1.2.1.3 Sampling The main aim of the sampling procedure was to create a representative sample of the Turkish and Moroccan second generation in the cities of Amsterdam and Rotterdam. Second generation Turks and Moroccans, and members of the comparison group were sampled in Amsterdam and Rotterdam. Comparison group members were sampled in the same neighbourhoods where second generation Turks and Moroccans were sampled. Minimum total effective sample size was set at 1500 persons. Independent random samples of equal size were taken in cities (750) and in study groups (250). The municipal population registers (GBA) served as sampling frames because person-records comprise information permitting the identification and classification of residents according to age, sex, birth-place and birth-place of parents (BPR, 2006). The sampling method can be summarized as follows (for details, see Groenewold 2008). In the first step, in each city, neighbourhoods were sampled with probabilities proportional to the sum of second generation Turkish and Moroccan neighbourhood-residents. To determine how many neighbourhoods were to be sampled in each city, the a priori decision was taken to set cluster-size to 30 respondents (3 groups x 10 persons). This number was a compromise between the desire to secure a fair number of respondents of each study group in sampled neighbourhoods, and to secure that a sufficient number of neighbourhoods would be sampled. This would facilitate multilevel analyses. The selection method for the sampling of neighbourhoods was the systematic selection method (Kish, 1965), whereby a neighbourhood could be sampled more than once, depending on the number of second generation Turkish and Moroccan residents. Effectively, cluster-size was increased by a factor four (4 x 30=120 respondents) because research into non-response rates in comparable studies revealed that high non-response rates could be expected in the field (e.g. Stoop, 2005). Thus, initially, 6000 addresses (=4 x 1500) were sampled from the municipal population registers (GBA). By the end of the fieldwork, non-response among second generation respondents appeared to be higher than expected so that an additional 271 records were sampled from the registers. Of the total of 6271 addresses that were actually sampled from the registers 4999 were valid addresses. The discrepancy was
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mostly due to more than one eligible person living on the same address, and because the time elapsed between date of sampling and date of interview was long so that eligible persons had moved to another address. In case that more than one eligible person was living on the same address, the one whose birthday came first was selected (Kish, 1965). Sample design weights were derived and they were adjusted to reflect differential non-response rates across neighbourhoods and study groups. Selection bias was examined by comparing age, sex and marital status characteristics of non-respondents with those of respondents. This was possible because all sampled municipal person-records (of non-respondents and respondents) comprise such information. The finding was that non-response bias was only slight in terms of these characteristics. Eventually, 738 persons, slightly below target, were successfully interviewed in 23 of the 90 neighbourhoods in Amsterdam. In 24 of the 77 neighbourhoods in Rotterdam 767 persons were eventually successfully interviewed, which is slightly above the target number of 750. The overall response rate in Amsterdam was 30.1 per cent, and in Rotterdam it was 29.2 per cent. Response rates vary by study group, as shown in the table below.
Table 1.1 Population sizes, sample sizes and response rates Amsterdam
Rotterdam
Turks
Moroc.
Natives
Ethnic group population
38,337
65,426
382,746
2nd generation, all ages
16,539
30,588
5,088
8,649
102,491
3,266
5,398
250
Total
Total
Turks
Moroc.
Natives
Total
588,718
1,331,742
45,415
36,831
317,943
400,189
886,698
22,562
14,560
116,228
6,941
4,117
71,288
82,346
198,574
29,351
38,015
4,772
2,655
24,003
31,430
69,445
250
250
750
250
250
250
750
1,500
24 of 88
47 of 167
792
935
646
2,373
863
1,036
727
2,626
4,999
237
242
259
738
263
251
253
767
1,505
29.9%
25.9%
40.1%
31.1%
30.5%
24.2%
34.8%
29.2%
30.1%
Population: City population
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2nd generation, 18-35 y.o.
743,024 486,509
(=level stat.repres.) 2nd generation 18-35 y.o. in sampled neighbourhoods Sample: Target number of respondents Neighborhoods sampled Gross effective number of
23 of 94
addresses sampled Succesfully interviewed respondents Response Source: Groenewold, 2008
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
1.2.1.4 Interviewers The interviewers were recruited by Bureau Veldkamp at the fieldwork department of TNS NIPO, a sister organisation specialised in market research. Most interviewers were of Dutch origin, experienced in approaching different target groups and certified for conducting interviews. New interviewers were also recruited. In total 83 interviewers participated in the fieldwork, 43 in Amsterdam and 40 in Rotterdam A special training program was developed for the interviewers, in which they learnt about how to identify intended respondents from the sample and not other persons in the household, and how to approach them for interviewing. The former is relevant because 10 to 20 per cent of the housing accommodation in these cities is subletted by registered owners to someone else, without notifying the municipal register about this. Further, the interviewers were made aware of the fact that their work performance would be monitored.
1.2.2
Fieldwork implementation
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1.2.2.1 Approaching respondents All respondents from the sample were informed by a letter from NIDI and IMES sent by bureau Veldkamp, in which the research objective was explained and the visit of an interviewer was announced. In May 2006 interviewers started their fieldwork, whereby they were instructed to try at least five times to contact an intended respondent and obtain his or her collaboration for an interview. Respondents received a gift voucher, worth ten Euros, after the successful completion of an interview. 1.2.2.2 Low response rates From the start of the fieldwork it proved difficult to obtain the collaboration of prospective respondents for an interview, leading to discouraged interviewers and low response rates. While in May 2006 about 80 interviewers were active, this number reduced to 40 by the end of June 2006. From midJuly until the end of August no interviews were scheduled due to the holiday season. During this period the existing fieldwork was evaluated, resulting in adaptations of the survey instruments (e.g. questionnaire) and fieldwork strategy. The main problems encountered in the field were the following. First, in about fifteen per cent of the cases, the addresses in the sample appeared to be no longer valid. Second, it was very difficult to get in contact with respondents, appointments were not fulfilled or parents were suspicious. Third, the introduction letter was perceived as too official and lacked an inviting character. Fourth, interviewers were discouraged by the non-response of many intended respondents. Fifth, the duration of a full interview was perceived as too long by respondents as well as interviewers (about 75 minutes). Since
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most interviews were conducted in the evening, the time-span was too limited to do more than one interview, while many would have preferred to complete two interviews per evening, to speed up the fieldwork. Sixth, the phrasing of a number of questions appeared to be terse and difficult to interpret, requiring many clarifications by interviewers. These circumstances resulted in low numbers of completed interviews per week. Figure 1.1 shows the cumulative number of interviews per group and city. The figure shows that in the weeks prior to the summer break the average number of weekly interviews was approximately 25; this number increased towards 42 interviews per week in the two month period following the summer break. However, after this period, it decreased again.
Figure 1.1 Cumulative numbers of interviews per group and city, 2006 180
160
140
Number of interviews
120
100
80
60
40
20
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0
Turkish SG Amsterdam Moroccan SG Roerdam
Turkish SG Roerdam Comp Group Amsterdam
Moroccan SG Amsterdam Comp Group Roerdam
Source: Veldkamp 2007
1.2.2.3 Measures taken to increase response rates Several measures were taken to increase the number of respondents. One was to shorten the questionnaire. This was completed in October 2006. However, these changes led only to a modest shortening of the total interview time by 3 minutes for the comparison group, but to an even longer interview time for the second generation Turks and Moroccans. Furthermore, a number of different interviewing strategies were introduced. One was to offer an online (Computer Assisted Web Interview; CAWI) version of the questionnaire with a reward of twenty Euros for a completed interview to a test group of 800 individuals (September 2006). However, of
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
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The Turkish and Moroccan second generation
the 800 potential respondents only 76 completed the entire questionnaire: The response rate of the CAWI approach turned out to be even lower than for the CAPI approach. Therefore, this approach was not pursued any further. In an attempt to shorten the duration of the interview, a mixed mode of interviewing was pursued, whereby part of the questionnaire was conducted face-to-face in CAPI-mode while another part (modules F, G, J, K and M) in Paper and pen (PAPI)-mode (where that part of the questionnaire was on paper or computer file, to be completed and submitted by a predefined date). This approach, after testing, was introduced in early 2007 and used by 300 respondents. After the face-to-face interview (CAPI) was completed and the subset questionnaire (PAPI) was received by Veldkamp, the respondent received their reward of 20 Euros. After six weeks, the response rate with this new approach went up to 38 per cent. The mixed-mode (CAPI-PAPI) interview strategy took on average 45 minutes, a considerably improvement compared to the single mode (CAPI, 75 minutes). Since this mixed-mode method of interviewing proved to be less time consuming and response-rates higher, it was decided to continue with the CAPIPAPI strategy from January 2007 onwards. Reminders were sent to respondents who participated in the face-to-face part in order to minimize response rates. During fieldwork monitoring meetings interviewers were trained to interview respondents using the mixed mode CAPI-PAPI method. An additional measure was to modify the introduction letter. It was shortened and replaced by a less official and more inviting variant. Furthermore, the pool of addresses was enriched with telephone numbers so that prospective respondents could be contacted by telephone for an appointment. Because of the long duration of the fieldwork and low response rates, the pool of person-records and addresses sampled from the municipal databases, notably those pertaining to Moroccans in Amsterdam, was close to depletion. To cope with the non-response, sampled members of the Turkish and Moroccan second generation in 2006 were again approached. In a new introduction letter, the relevance of their participation was reiterated. Furthermore, in June 2007, an additional sample of 250 person-records of Moroccan men was taken from the municipal database of Amsterdam and 300 from the database of Rotterdam. Records were sampled from a back-up of the database of April 2006. Respondents were visited at their address and they were given the option to complete an on-line version of the questionnaire on the laptop of the interviewer. The mix-mode approach together with the deployment of the best interviewers of Veldkamp survey bureau for the remainder of the fieldwork, eventually led to an acceleration of the fieldwork, as shown in figure 1.2. Starting January 2007 approximately 50 interviews were completed during a period of six weeks and in the period that followed it stabilized to about 40 per week.
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Figure 1.2 Interviews per group and city, 2007 140
120
Number of interviews
100
80
60
40
20
0
Turkish SG Amsterdam
Turkish SG Roerdam
Moroccan SG Amsterdam
Moroccan SG Roerdam
Comp Group Amsterdam
Comp Group Roerdam
Source: Veldkamp 2007
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1.2.2.4 Outcomes In the end, out of the 4999 potential respondents selected by the sampling method, 1550 respondents were eventually successfully interviewed, using a variety of interview instruments. The breakdown of respondents by method of interviewing is presented in Table 1.2 and the results show that the majority of the interviews was partly or entirely conducted by a face-to-face interview (i.e. Standard 2006).
Table 1.2 Number of interviews by interview method and study group Interview method Standard 2006
Turks
Moroccans
Comparison
Total
197
182
341
Mixed mode 2006
23
22
35
80
Web 2006
53
14
7
74
221
182
155
558
15
28
1
44
73
1
74
501
540
1,550
Mixed mode 2007 Web 2007 Mor. men 2007 Total
509
Source: Veldkamp 2007
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The Turkish and Moroccan second generation
The paper questionnaire part of the mixed mode interviewing method was not returned by 146 out of the 558 (26 per cent) contacted persons, which added to the number of partially completed questionnaires. The average duration of interviews for the members of different study groups is displayed in table 1.3. As can be seen, the standard mode of interviewing took the longest, followed by the web version. The mixed mode approach shortened the interview time considerably.
Table 1.3 Average length of interview in minutes per method and group Turks
Moroccans
Comparison
Standard 2006
78.5
78.0
71.3
Mix mode 2006
41.3
50.5
39.1
Web 2006
63.3
75.5
47.4
Mix mode 2007
47.4
47.5
39.7
Web 2007
75.2
62.8
Not applicable
Mor. men 2007
Not applicable
62.8
Not applicable
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Source: Veldkamp 2007
1.2.2.5 Monitoring interviewers The quality and reliability of interviewers was constantly monitored and evaluated by the survey bureau. For instance, electronic checks were carried out to monitor the length, duration, speed and time of each interview, as well as the number of times the interviewer had contact with the survey bureau. Monitoring forms were sent to all respondents, with questions on their opinion about the way in which they were interviewed. Of the 470 persons who returned the form, only 33 people perceived the interview as unpleasant. Overall, respondents perceived the interview as a positive experience and interviewers were evaluated as professional and friendly. Some criticism was given on the content of the questionnaire, as some questions were phrased in a complicated manner and difficult to grasp while others seemed repetitive. Also, and in spite of the measures taken, the duration of an interview was perceived as too long.
1.3
Data processing
1.3.1
Data entry and editing
Special data entry software was used by the survey bureau. After cleaning of the original data, they were translated into one single SPSS (version 15.0) data file. Person-records with too much missing and inconsistent data were removed from the dataset. In total, 45 person-records were deleted from the data-set, leaving to a total of 1505 person-records for analysis. Open-ended questions about current occupation or company were coded according to the
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official Standaard Beroepen Classificatie (SBC) used by the Centraal Bureau voor de Statistiek (CBS) of The Netherlands. Furthermore, person-records were extended to include data stored in the database of person-records of the municipal population register, such as marital status, neighbourhood, ethnic identity, date of birth, and sex.
1.3.2
Translation into English
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As mentioned, an international standard questionnaire was developed by the project, to be adapted and translated by national country teams. In the case of The Netherlands, the questionnaire was adapted and translated in Dutch. After completion of the survey, the content (labels) was translated back into English. Most questions could directly be translated with help of the international questionnaire and some needed to be translated as they were entirely new. Furthermore, answer categories used in the international questionnaire did not always correspond to the ones used in the Dutch version of the questionnaire and the sequence in which answer categories were presented in the Dutch version of the questionnaire differed from those in the international version of the questionnaire. These, and other issues, were mostly resolved so that the English version of the Dutch TIES dataset has a high degree of consistency with the content of the international version of the TIES-questionnaire.
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2.
Representativeness
2.1
Representativeness of the sample
Overall non-response rates appeared to be high for all study groups raising doubts about statistical representativeness of the survey data. Fortunately, some characteristics of non-respondents were available in the sampled population register records (i.e. age, sex, place of residence, marital status). Analyses revealed that differences between respondents and non-respondents with respect to these characteristics were either absent or slight.
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2.1.1
City level
Response rates in Amsterdam and Rotterdam were rather similar, on average 30.1 per cent (Table 1.1). The Moroccan study group had the lowest response rates of 25.1 per cent in Amsterdam and 24.2 per cent in Rotterdam, while the comparison groups had the highest response rates in both cities, namely 40.1 per cent in Amsterdam and 29.2 per cent in Rotterdam. These response rates were lower than the outcomes of the 2004 Permanent Living Conditions Survey (POLS), in which non-Western second-generation respondents in Amsterdam had a response rate of 33 per cent and those of Dutch decent 41 per cent. For Rotterdam this was 52 and 53 per cent, respectively. Yet, given the lack of origin specificity, it is not possible to pinpoint the response rate of specific second-generation groups. The characteristics of respondents in Amsterdam, for 18-35 year old TIES respondents and 15-35 year old city residents, are displayed in Table 1.4. The number of women appeared to be slightly overrepresented in the TIES sample compared to the city population. Furthermore, while second generation Turks and Moroccans in the TIES sample tend to be older than the city population, for the comparison group the opposite seems true. It should be noted here that the first age group of the city population refers to 15 to 19 year old persons, while for the sample of TIES respondents it refers to 18-19 year old persons only.
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Table 1.4 Amsterdam: sex and age TIES respondents (R), and city population (P) in the age range 15-35, in percentages Turks
Sex
Comparison group
Total Population
P
R
P
R
P
Male
46.0
52.5
49.2
50.0
47.5
47.9
Female
54.0
47.5
50.8
50.0
52.5
52.1
50.7
100.0
100.0
100.0
100.0
100.0
100.0
100.0
Total Age
Moroccans
R
49.3
18-19/15-19
11.8
40.2
18.2
41.8
5.0
12.5
16.3
20-24
38.8
30.6
40.5
34.7
22.4
21.8
22.9
25-29
35.9
21.8
29.3
18.2
34.0
31.0
29.0
30-34
13.5
7.4
12.0
5.3
38.6
34.7
31.8
Total
100.0
100.0
100.0
100.0
100.0
100.0
100.0
Mean
24.5
22.3
23.9
21.9
27.5
26.9
26.3
Total N
237
6,564
242
11,279
259
107,255
125,098
Source: Statline, 2010 and Groenewold 2008, p. 177
Table 1.5 shows the characteristics of respondents and residents in Rotterdam. Unlike Amsterdam, in Rotterdam, men are only slightly overrepresented. The sampled Turkish and Moroccan TIES respondents are somewhat older than the city population from which they were sampled, while members of the comparison group appear to be somewhat older.
Table 1.5 Rotterdam: sex and age of TIES respondents (R), and city population (P) in the age range 15-35, in percentages
Copyright © 2012. Amsterdam University Press. All rights reserved.
Turks
Sex
Comparison group
Total
P
R
P
R
P
Male
50.6
51.4
50.6
47.8
50.2
51.7
Female
49.4
48.6
49.4
52.2
49.8
48.3
51.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
Total Age
Moroccans
R
49.0
18-19/15-19
11.0
39.2
26.7
47.5
6.3
18.1
20.0
20-24
42.2
30.2
43.8
30.9
26.5
24.7
25.6
25-29
30.0
22.0
19.5
16.8
27.3
28.7
27.5
30-34
16.7
8.6
10.0
4.8
39.9
28.5
26.8
Total
100.0
100.0
100.0
100.0
100.0
100.0
100.0
Mean
24.8
22.5
22.9
21.4
27.5
25.9
25.6
Total N
263
9,065
251
5,652
253
78,328
93,045
Source: Statline, 2010, and Groenewold 2008, p. 177
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
2.1.2
Neighbourhood level
Response rates differed considerably by neighbourhood. This might be explained by a combination of respondent-level, neighbourhood-level, and interviewer performance characteristics (Groenewold, 2008). Numbers of respondents, residents and response rates by neighbourhood are shown in Tables 1.6 and 1.7. The neighbourhood “Katendrecht” in Rotterdam has the lowest response rate of 10.8 per cent and “Nieuwe Westen” in Rotterdam has the highest of 64.2 per cent. Overall, neighbourhood differences in response rates are considerable and, as mentioned, many factors might be at work.
Table 1.6 Amsterdam: number of respondents (R), number of inhabitants (P) and response rates (RR) per neighbourhood
Copyright © 2012. Amsterdam University Press. All rights reserved.
Respondents
Population
Response rate
Oostelijke Eilanden en Kadijken
26
12,640
21.7
Frederik Hendrikbuurt
28
7,560
23.3
Indische Buurt West
32
12,640
26.7
Indische Buurt Oost
25
10,600
20.8
Landlust
66
18,260
55.0
De Kolenkit
34
6,920
28.3
Van Galenbuurt
23
5,630
19.2
Volewijck
30
9,940
25.0
Oostzanerwerf
34
8,880
28.3
Buikslotermeer
44
11,760
36.7
Slotermeer-Noordoost
20
9,110
16.7
Slotermeer-Zuidwest
42
16,280
35.0
Geuzenveld
48
13,490
40.0
Osdorp-Oost
30
14,380
25.0
Osdorp-Midden
32
10,230
26.7
Middelveldsche Akerpolder en Sloten
33
14,940
27.5
Slotervaart
28
16,220
23.3
Overtoomse Veld
28
9,520
23.3
Bijlmer-Centrum D, F en H
33
21,340
27.5
Dapperbuurt
25
8,440
20.8
Transvaalbuurt
31
9,610
25.8
Nieuwe Pijp
30
11,300
25.0
Scheldebuurt
16
13,180
13.3
Source: TIES NL 2006/2007
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Table 1.7 Rotterdam: number of respondents (R), number of inhabitants (P) and response rates (RR) per neighbourhood Respondents
Population
Response rate
Oude Westen
30
5,907
25.0
Delfshaven
29
4,368
24.2
Tussendijken
28
5,698
23.3
Spangen
45
4,294
37.5
Nieuwe Westen
77
5,999
64.2
Oud-Mathenesse
24
3,513
20.0
Agniesebuurt
34
7,907
28.3
Liskwartier
29
6,224
24.2
Oude Noorden
37
7,199
30.8
Schiebroek
30
2,491
25.0
Nieuw-Crooswijk
21
4,682
17.5
Kralingen-West
38
5,681
31.7
Het Lage Land
31
3,077
25.8
Vreewijk
25
4,014
20.8
Bloemhof
23
5,993
19.2
Hillesluis
35
4,578
29.2
Katendrecht
13
2,721
10.8
Afrikaanderwijk
21
5,078
17.5
Feijenoord
32
3,890
26.7
Lombardijen
35
2,706
29.2
Tarwewijk
36
5,557
30.0
Carnisse
32
5,029
26.7
Oud-Charlois
22
3,399
18.3
Pendrecht
40
2,840
33.3
Copyright © 2012. Amsterdam University Press. All rights reserved.
Source: TIES NL 2006/2007
2.2
Measuring bias: Comparison of respondents and nonrespondents
As non-response was high and information on non-respondents is available from the population registers, it makes sense to compare characteristics of respondents with those of non-respondents to see to what extent bias exists in the data. Data on age, sex, and marital status were compared and the results are shown in Table 1.8. The underrepresentation of men, especially Moroccan second generation men, is noticeable and the overrepresentation of women, while age differences appear to be slight in all groups. It is worth noting that, on average, comparison group members are three to four years older than members of the other two study groups. Furthermore, there seems to be a small overrepresentation of married respondents, especially among second
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
generation Turks, which is according to expectations as they tend to be more often home-based than their spouse. Overall, the differences between respondents and non-respondents are slight and according to expectations.
Table 1.8 Differences between respondents (R.) and non-respondents (NR.) regarding characteristics recorded in municipal population registers (GBA) Turk R. Sex
Age
Total
R.
Native
N.R.
Total
R.
Total N.R.
Total
Population
Male
48.4
54.4
52.6
41.4
49.4
47.4
49.2
51.6
50.7
Female
51.6
45.6
47.4
58.6
50.6
52.6
50.8
48.4
49.3
49.8
Total
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
50.2
18-19
17.8
17.9
17.9
26.9
21.8
23.0
7.8
7.2
7.4
16.7
20-24
39.0
42.0
41.1
43.3
46.5
45.7
25.6
24.9
25.1
38.0
25-29
32.0
29.7
30.4
21.7
24.1
23.5
30.1
33.3
32.1
28.5
30-34
11.2
10.4
10.6
8.1
7.6
7.8
36.5
34.6
35.4
16.8
Total
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
Mean
24.4
24.2
24.3
23.3
23.5
23.5
27.5
27.5
27.5
24.9
0.2
0.1
0.1
0.2
0.1
0.1
0.2
0.2
0.1
0.1
Standard Error Marital
Never married
56.6
68.5
64.9
77.6
78.2
78.1
86.3
88.5
87.7
76.2
status
Married
40.6
27.8
31.7
20.5
19.0
19.3
11.9
9.5
10.4
21.1
1.9
2.7
2.5
1.8
2.0
1.9
0.2
0.1
Separated
2.8
3.6
3.4
0.1
0.1
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
500
1,155
1,655
420
1,240
1,660
512
861
1,373
4,688
Divorced Total Total N Copyright © 2012. Amsterdam University Press. All rights reserved.
Moroccan N.R.
2.6 0.1
Source: Groenewold, 2008
2.3
Weighting
As the sample selection method was not according to the proportionate representation of study group members in cities and neighbourhoods, and because response rates of study groups varied by city and neighbourhood, the survey design and implementation resulted in a non-self-weighting sample. Therefore, compensation weights were derived. In the data-file, weights for all respondents are represented by the variable “WEIGHT_NL”. This weight is the result of combining the sample-design weight and non-response weight. To fine-tune the sample population to the population from which it was sampled, an additional type of weight was derived, the so-called post-stratifi-
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cation weight. The rationale behind the derivation and use of this weight is that, out of the numerous samples that can be drawn, one may have drawn an unlucky sample in the sense that the sample population may not exactly correspond to the target population from which it was sampled in terms of age, sex, and other characteristics. The variables “PSWEIGHT_NL” and “PSWEIGHT_NL_new” were included. The first weight compensates for differences between age and sex distributions of the sample and the population at the city level, regardless of ethnic group, while the second one compensates distributional differences in age, sex as well as ethnic group. For more information on the different types of weights and their application, see ESS (2007).
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3. Documentation of the variables Variables description list In this section all variables in the dataset are presented. The section provides an overview of variable names, labels and other characteristics, sorted by theme (Module). The names of the modules are also included in the dataset as variables, but they are only included to visualize the start of a set of variables belonging to new module. The last two sections include neighbourhood- and municipality-level variables. These are not called ‘modules’ per se , since they were not directly asked but they were added to the end of the list of variables in the data file at a later point in time (Fall 2010). These variables were derived from “Statline” of the Centraal Bureau voor de Statistiek (CBS). The values of the variables are consistent with the year in which the interview was conducted (INTYEAR).
Copyright © 2012. Amsterdam University Press. All rights reserved.
Module Intro: Introduction COUNTRYCODE
ISO-two character country code
PIN_NL
Respondent case identifier (PIN=Person Identification Number)
WEIGHT_NL
original sample design weight (including city, group, neighbourhood, response rate
PSWEIGHT_NL
Simplified weight for International comparison based on city, group, gender, age (18-
psweight_nl_new
Simplified weight for International comparison based on city, group, gender, age (18-
weight components) 24,25-35), city specific 24,25-35), city and group specific IRS4
Target group
IL4
City
IL6
In what kind of house do you currently live?
IL7
How many floors does that building have?
R1
Sex
R3
In which country were you born?
INTVIEWERNR_NL
Interviewer number
STIME
Date and Start of Interview (concatenation)
INTMETHOD_NL
Method of interviewing
QVERSION_NL
Questionnaire version (affects potential number of cases with stated answers due questionnaire changes in 13 months fieldwork period)
INTTIME_NL
Interview duration (sec)
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Copyright © 2012. Amsterdam University Press. All rights reserved.
Module A: Demographic characteristics of respondents and household R2b
Month of birth
R2c
Year of birth
AGEGR_NL
Age group (based on birthday-birth month-birth year), 4 categories
AGEGR2_NL
Age group (based on birthday-birth month-birth year), 2 categories
AGE_NL
Age in completed years (based on birthday-birth month-birth year)
A1b_1
Sex of hhmember 1 (=respondent)
A1c_1
Age of hhmember 1 (=respondent)
A1d_1
Country of birth of hhmember 1 (=respondent)
A1e_1
Relationship to respondent of hhmember 1 (=respondent)
A1b_2
Sex hhmember 2
A1c_2
Age hhmember 2
A1d_2
Country of birth of hhmember 2
A1e_2
Relationship to respondent of hhmember 2
A1b_3
Sex hhmember 3
A1c_3
Age hhmember 3
A1d_3
Country of birth hhmember 3
A1e_3
Relationship to respondent of hhmember 3
A1b_4
Sex hhmember 4
A1c_4
Age hhmember 4
A1d_4
Country of birth hhmember 4
A1e_4
Relationship to respondent of hhmember 4
A1b_5
Sex hhmember 5
A1c_5
Age hhmember 5
A1d_5
Country of birth hhmember 5
A1e_5
Relationship to respondent of hhmember 5
A1b_6
Sex hhmember 6
A1c_6
Age hhmember 6
A1d_6
Country of birth hhmember6
A1e_6
Relationship to respondent of hhmember6
A1b_7
Sex hhmember 7
A1c_7
Age hhmember 7
A1d_7
Country of birth hhmember7
A1e_7
Relationship to respondent of hhmember7
A1b_8
Sex hhmember 8
A1c_8
Age hhmember 8
A1d_8
Country of birth hhmember 8
A1e_8
Relationship to respondent of hhmember8
A1b_9
Sex hhmember 9
A1c_9
Age hhmember 9
A1d_9
Country of birth hhmember 9
A1e_9
Relationship to respondent of hhmember9
A1b_10
Sex hhmember 10
A1c_10
Age hhmember 10
A1d_10
Country of birth hhmember 10
A1e_10
Relationship to respondent of hhmember 10
A1f_NL
Respondents position in the household
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
A1TOTPERS_NL
Number of persons in household
A2
Ever left parental home to live on your own?
A3
Age leaving parental home to live on your own?
A4a
Reason living on your own: marriage
A4b
Reason living on your own: living together with a partner
A4c
Reason living on your own: independent living
A4d
Reason living on your own: study
A4e
Reason living on your own: work
A4f
Reason living on your own: parents went back to country of origin
A4g
Reason living on your own: problems with parents
A4h
Reason living on your own: other reasons
A4z_NL
Main reason started living on your own?
A5a
How many older brothers and sisters do you have?
A5b
How many younger brothers and sisters do you have?
A6
Do you have children who live somewhere else?
A7a
How many children do you have who live elsewhere?
A8a
Do you have survey country nationality
A8b
Did you get survey country nationality by birth
A8c
In which year did you get survey country citizenship
A8z_NL
Do you have citizenship of the country/countries of your parents?
A9
Do you intend to acquire survey country citizenship in the coming 2 years?
Copyright © 2012. Amsterdam University Press. All rights reserved.
Module B: Education career0
CAREERSTEP 0: PRESCHOOL, PRIMARY SCHOOL, INTERMEDIAIRY CLASS
B1
Age respondent went to school for the first time
B2a_NL
Did you attend pre-school or kindergarten?
B2b
How long did you attend pre-school or kindergarten?
B3a_NL
What educational philosophy underpinned your most important primary school?
B3b_NL
Which religion/life philosophy is associated with that primary school?
B4a
Because this was the local school for children who live in this area
B4b
Because this school had no particular religion or philosophy of life
B4c
Because this school was known to be a better school than others in the area.
B4d
Because this school offered specific study programs
B4e
Because this school had a particular religion or philosophy of life
B4f
Because my parents decided so
B4g
Because my brother(s) / sister(s) attended it too
B4h
Because in this school there were few children of immigrants
B4i
Because other schools in the area didn't accept children of immigrant origin
B4j
Other reason
B4k
Does not know
B5
How many children of immigrant origin were there at this primary school?
B6
Have you ever changed schools in primary school?
B7
Have you ever repeated a grade or class in primary school?
B8
Ever interrupted primary school to go abroad for more than three months?
B9
At what age did you complete or leave primary school?
B10b_1_NL
School advice: Special education (SE)
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B10b_2_NL
School advice: Preparatory vocational education (PVE)
B10b_3_NL
School advice: Mix PVE\Middle General Preparatory Education (MGPE)
B10b_4_NL
School advice: Mix SE\Preparatory Middle Vocation Education Basic level (PMVEBL)
B10b_5_NL
School advice: PMVEBL
B10b_6_NL
School advice: Mix Preparatory Middle Vocational Education Mid level (PMVEML)/ PMVEBL
B10b_7_NL
School advice: PMVEML
B10b_8_NL
School advice: Mix Lower Secondary General Education Theoretical level (LSGETL)/ PMVEML
B10b_9_NL
School advice: Mix LSGETL/ Preparatory Middle Vocational Education Mixed Level (PMVEML)
B10b_10_NL
School advice: Middle General Preparatory Education (MGPE)/LSGETL
B10b_11_NL
School advice: Mix MGPE/Higher General Preparatory Education (HGPE) or LSGETL/
Copyright © 2012. Amsterdam University Press. All rights reserved.
HGPE B10b_12_NL
School advice: HGPE
B10b_13_NL
School advice: Mix HGPE\Preparatory Scientific Education (PSE)
B10b_14_NL
School advice: PSE
B10b_15_NL
School advice: does not remember
B10b_16_NL
School advice: no advice or not applicable
B10c_NL
Did you attend an intermediary class?
B10d_NL
For which type of education or school level did this intermediary class prepare you?
B11
At what level did you first enter secondary school?
Career1
FIRST CYCLE/STEP INTO SECONDARY SCHOOL
B12_1
Are you currently/still attending this school or school level?
B13_1_NL
Did you complete this school or school level and obtain a diploma or certificate?
B14a_1
Reason interrupting school: Level was too low
B14b_1
Reason interrupting school: Level was too high
B14c_1
Reason interrupting school: Wanted to do another type of education
B14d_1
Reason interrupting school: Did not like the school
B14e_1
Reason interrupting school: Parents thought the school was not good
B14f_1
Reason interrupting school: Had problems with teachers
B14g_1
Reason interrupting school: Had problems with other pupils
B14h_1
Reason interrupting school: Other reason
B15_1
At what age did you complete or leave this school or level?
B16_1
Did you get an advice for another education at the end of this school level?
B17_1_1_NL
Continuation advise: Special education (all)
B17_1_2_NL
Continuation advise: Special education (lvbo)
B17_1_3_NL
Continuation advise: Preparatory Vocational Education
B17_1_4_NL
Continuation advise: Mix Preparatory Vocational Education\Middle General Preparatory Education
B17_1_5_NL
Continuation advise: Mix special education\Preparatory Middle Vocational EducationBasic Level
B17_1_6_NL
Continuation advise: Preparatory Middle Vocational Education- Basic Level
B17_1_7_NL
Continuation advise: Mix Preparatory Middle Vocational Education- Basic Level\Preparatory Middle Vocational Education – Middle Management Level
B17_1_8_NL
Continuation advise: Preparatory Middle Vocational Education – Middle Management Level
B17_1_9_NL
Continuation advise: Mix Preparatory Middle Vocational Education – Middle Management Level\Preparatory Middle Vocational Education – mixed Level
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
B17_1_10_NL
Continuation advise: Preparatory Middle Vocational Education – mixed Level
B17_1_11_NL
Continuation advise: Lower Sec. General Education- Theoretical Level\Higher General
B17_1_12_NL
Continuation advise: Middle General Preparatory Education\Lower Sec. General Educa-
B17_1_13_NL
Continuation advise: Mix of Middle General Preparatory Education\Higher General
Preparatory Education tion- Theoretical Level Preparatory Education or Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education B17_1_14_NL
Continuation advise: Higher General Preparatory Education
B17_1_15_NL
Continuation advise: Mix Higher General Preparatory Education\Preparatory Scientific
B17_1_16_NL
Continuation advise: Preparatory Scientific Education
B17_1_17_NL
Continuation advise: Short Middle Vocational Education
B17_1_18_NL
Continuation advise: One year Middle Vocational Education
B17_1_19_NL
Continuation advise: Two year Middle Vocational Education
B17_1_20_NL
Continuation advise: Three year Middle Vocational Education
B17_1_21_NL
Continuation advise: (Four year) Middle Vocational Education
B17_1_22_NL
Continuation advise: Any type of Middle Vocational Education
B17_1_23_NL
Continuation advise: Higher Vocational Education
B17_1_24_NL
Continuation advise: University
B17_1_25_NL
Continuation advise: Does not know
B26a_1_NL
Did you follow advice and continue with another type of education or school level?
B33a_1_NL
Reason discontinuation: I was satisfied with my education
B33b_1_NL
Reason discontinuation: I did not like to go to school anymore
B33c_1_NL
Reason discontinuation: I wanted to work and earn money
B33d_1_NL
Reason discontinuation: I had to work and earn money
B33e_1_NL
Reason discontinuation: I got married
B33f_1_NL
Reason discontinuation: My parents made me stop
B33g_1_NL
Reason discontinuation: I had to take care of the children or family
B33h_1_NL
Reason discontinuation: Other reasons
B27_1_NL
Did you later in life return to school to pick-up education again?
B27a_1_NL
Which type of education or school level did you pick-up and continue?
career2
CAREERSTEP 2
B12_2
Are you currently/still attending this school or school level?
B13_2_NL
Did you complete this school or school level and obtain a diploma or certificate?
B14a_2
Reason quit school: Level was too low
B14b_2
Reason quit school: Level was too high
B14c_2
Reason quit school: Wanted to do another type of education
B14d_2
Reason quit school: Did not like the school
B14e_2
Reason quit school: Parents thought the school was not good
B14f_2
Reason quit school: Had problems with teachers
B14g_2
Reason quit school: Had problems with other pupils
B14h_2
Reason quit school: Other reason
B15_2
At what age did you complete or left this type of education/school level
B16_2
Did you get continuation advise at the end of this type of education/school level
B17_2_1_NL
Continuation advise: Special education (all)
B17_2_2_NL
Continuation advise: Special education (lvbo)
B17_2_3_NL
Continuation advise: Preparatory Vocational Education
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Education
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B17_2_4_NL
Continuation advise: Mix Preparatory Vocational Education\Middle General Preparatory Education
B17_2_5_NL
Continuation advise: Mix special education\Preparatory Middle Vocational EducationBasic Level
B17_2_6_NL
Continuation advise: Preparatory Middle Vocational Education- Basic Level
B17_2_7_NL
Continuation advise: Mix Preparatory Middle Vocational Education- Basic Level\Preparatory Middle Vocational Education – Middle Management Level
B17_2_8_NL
Continuation advise: Preparatory Middle Vocational Education – Middle Management Level
B17_2_9_NL
Continuation advise: Mix Preparatory Middle Vocational Education – Middle Management Level\Preparatory Middle Vocational Education – mixed Level
B17_2_10_NL B17_2_11_NL
Continuation advise: Preparatory Middle Vocational Education – mixed Level Continuation advise: Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education
B17_2_12_NL
Continuation advise: Middle General Preparatory Education\Lower Sec. General Education- Theoretical Level
B17_2_13_NL
Continuation advise: Mix of Middle General Preparatory Education\Higher General Preparatory Education or Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education
B17_2_14_NL B17_2_15_NL
Continuation advise: Higher General Preparatory Education Continuation advise: Mix Higher General Preparatory Education\Preparatory Scientific
Copyright © 2012. Amsterdam University Press. All rights reserved.
Education B17_2_16_NL
Continuation advise: Preparatory Scientific Education
B17_2_17_NL
Continuation advise: Short Middle Vocational Education
B17_2_18_NL
Continuation advise: One year Middle Vocational Education
B17_2_19_NL
Continuation advise: Two year Middle Vocational Education
B17_2_20_NL
Continuation advise: Three year Middle Vocational Education
B17_2_21_NL
Continuation advise: (Four year) Middle Vocational Education
B17_2_22_NL
Continuation advise: Any type of Middle Vocational Education
B17_2_23_NL
Continuation advise: Higher Vocational Education
B17_2_24_NL
Continuation advise: University
B17_2_25_NL
Continuation advise: Does not know
B26a_2_NL
Did you follow advice and continue with another type of education or school level?
B33a_2_NL
Reason discontinuation: I am satisfied with my education
B33b_2_NL
Reason discontinuation: I did not like to go to school anymore
B33c_2_NL
Reason discontinuation: I wanted to work and earn money
B33d_2_NL
Reason discontinuation: I had to work and earn money
B33e_2_NL
Reason discontinuation: I got married
B33f_2_NL
Reason discontinuation: My parents made me stop
B33g_2_NL
Reason discontinuation: I had to take care of the children or family
B33h_2_NL
Reason discontinuation: Other reasons
B27_2_NL
Did you later in life return to school to pickup education again?
B27a_2_NL
With which type of education or school level did you continue?
career3
CAREERSTEP 3
B12_3
Are you currently/still attending this school or school level?
B13_3_NL
Did you complete this school or school level and obtain a diploma or certificate?
B14a_3
Reason quit school: Level was too low
B14b_3
Reason quit school: Level was too high
B14c_3
Reason quit school: Wanted to do another type of education
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
B14d_3
Reason quit school: Did not like the school
B14e_3
Reason quit school: Parents thought the school was not good
B14f_3
Reason quit school: Had problems with teachers
B14g_3
Reason quit school: Had problems with other pupils
B14h_3
Reason quit school: Other reason
B15_3
At what age did you complete or left this type of education/school level
B16_3
Did you get continuation advise at the end of this type of education/school level
B17_3_1_NL
Continuation advise: Special education (all)
B17_3_2_NL
Continuation advise: Special education (lvbo)
B17_3_3_NL
Continuation advise: Preparatory Vocational Education
B17_3_4_NL
Continuation advise: Mix Preparatory Vocational Education\Middle General Preparatory Education
B17_3_5_NL
Continuation advise: Mix special education\Preparatory Middle Vocational EducationBasic Level
B17_3_6_NL
Continuation advise: Preparatory Middle Vocational Education- Basic Level
B17_3_7_NL
Continuation advise: Mix Preparatory Middle Vocational Education- Basic Level\Preparatory Middle Vocational Education – Middle Management Level
B17_3_8_NL
Continuation advise: Preparatory Middle Vocational Education – Middle Management Level
B17_3_9_NL
Continuation advise: Mix Preparatory Middle Vocational Education – Middle Management Level\Preparatory Middle Vocational Education – mixed Level
B17_3_10_NL B17_3_11_NL
Continuation advise: Preparatory Middle Vocational Education – mixed Level Continuation advise: Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education
B17_3_12_NL
Continuation advise: Middle General Preparatory Education\Lower Sec. General Education- Theoretical Level
B17_3_13_NL
Continuation advise: Mix of Middle General Preparatory Education\Higher General Preparatory Education or Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education
B17_3_14_NL B17_3_15_NL
Continuation advise: Higher General Preparatory Education Continuation advise: Mix Higher General Preparatory Education\Preparatory Scientific
Copyright © 2012. Amsterdam University Press. All rights reserved.
Education B17_3_16_NL
Continuation advise: Preparatory Scientific Education
B17_3_17_NL
Continuation advise: Short Middle Vocational Education
B17_3_18_NL
Continuation advise: One year Middle Vocational Education
B17_3_19_NL
Continuation advise: Two year Middle Vocational Education
B17_3_20_NL
Continuation advise: Three year Middle Vocational Education
B17_3_21_NL
Continuation advise: (Four year) Middle Vocational Education
B17_3_22_NL
Continuation advise: Any type of Middle Vocational Education
B17_3_23_NL
Continuation advise: Higher Vocational Education
B17_3_24_NL
Continuation advise: University
B17_3_25_NL
Continuation advise: Does not know
B26a_3_NL
Did you follow advice and continue with another type of education or school level?
B33a_3_NL
Reason discontinuation: I am satisfied with my education
B33b_3_NL
Reason discontinuation: I did not like to go to school anymore
B33c_3_NL
Reason discontinuation: I wanted to work and earn money
B33d_3_NL
Reason discontinuation: I had to work and earn money
B33e_3_NL
Reason discontinuation: I got married
B33f_3_NL
Reason discontinuation: My parents made me stop
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
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DANS Data Guide 9
B33g_3_NL
Reason discontinuation: I had to take care of the children or family
B33h_3_NL
Reason discontinuation: Other reasons
B27_3_NL
Did you later in life return to school to pickup education again?
B27a_3_NL
With which type of education or school level did you continue?
career4
CAREERSTEP 4
B12_4
Are you currently/still attending this school or school level?
B13_4_NL
Did you complete this school or school level and obtain a diploma or certificate?
B14a_4
Reason quit school: Level was too low
B14b_4
Reason quit school: Level was too high
B14c_4
Reason quit school: Wanted to do another type of education
B14d_4
Reason quit school: Did not like the school
B14e_4
Reason quit school: Parents thought the school was not good
B14f_4
Reason quit school: Had problems with teachers
B14g_4
Reason quit school: Had problems with other pupils
B14h_4
Reason quit school: Other reason
B15_4
At what age did you complete or left this type of education/school level
B16_4
Did you get continuation advise at the end of this type of education/school level
B17_4_1_NL
Continuation advise: Special education (all)
B17_4_2_NL
Continuation advise: Special education (lvbo)
B17_4_3_NL
Continuation advise: Preparatory Vocational Education
B17_4_4_NL
Continuation advise: Mix Preparatory Vocational Education\Middle General Preparatory Education
B17_4_5_NL
Continuation advise: Mix special education\Preparatory Middle Vocational EducationBasic Level
B17_4_6_NL
Continuation advise: Preparatory Middle Vocational Education- Basic Level
B17_4_7_NL
Continuation advise: Mix Preparatory Middle Vocational Education- Basic Level\Preparatory Middle Vocational Education – Middle Management Level
B17_4_8_NL
Continuation advise: Preparatory Middle Vocational Education – Middle Management Level
B17_4_9_NL
Continuation advise: Mix Preparatory Middle Vocational Education – Middle Management Level\Preparatory Middle Vocational Education – mixed Level
Copyright © 2012. Amsterdam University Press. All rights reserved.
B17_4_10_NL B17_4_11_NL
Continuation advise: Preparatory Middle Vocational Education – mixed Level Continuation advise: Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education
B17_4_12_NL
Continuation advise: Middle General Preparatory Education\Lower Sec. General Education- Theoretical Level
B17_4_13_NL
Continuation advise: Mix of Middle General Preparatory Education\Higher General Preparatory Education or Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education
B17_4_14_NL B17_4_15_NL
Continuation advise: Higher General Preparatory Education Continuation advise: Mix Higher General Preparatory Education\Preparatory Scientific Education
B17_4_16_NL
Continuation advise: Preparatory Scientific Education
B17_4_17_NL
Continuation advise: Short Middle Vocational Education
B17_4_18_NL
Continuation advise: One year Middle Vocational Education
B17_4_19_NL
Continuation advise: Two year Middle Vocational Education
B17_4_20_NL
Continuation advise: Three year Middle Vocational Education
B17_4_21_NL
Continuation advise: (Four year) Middle Vocational Education
B17_4_22_NL
Continuation advise: Any type of Middle Vocational Education
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
Copyright © 2012. Amsterdam University Press. All rights reserved.
The Turkish and Moroccan second generation
B17_4_23_NL
Continuation advise: Higher Vocational Education
B17_4_24_NL
Continuation advise: University
B17_4_25_NL
Continuation advise: Does not know
B26a_4_NL
Did you follow advice and continue with another type of education or school level?
B33a_4_NL
Reason discontinuation: I am satisfied with my education
B33b_4_NL
Reason discontinuation: I did not like to go to school anymore
B33c_4_NL
Reason discontinuation: I wanted to work and earn money
B33d_4_NL
Reason discontinuation: I had to work and earn money
B33e_4_NL
Reason discontinuation: I got married
B33f_4_NL
Reason discontinuation: My parents made me stop
B33g_4_NL
Reason discontinuation: I had to take care of the children or family
B33h_4_NL
Reason discontinuation: Other reasons
B27_4_NL
Did you later in life return to school to pickup education again?
B27a_4_NL
With which type of education or school level did you continue?
career5
CAREERSTEP 5
B12_5
Are you currently/still attending this school or school level?
B13_5_NL
Did you complete this school or school level and obtain a diploma or certificate?
B14a_5
Reason quit school: Level was too low
B14b_5
Reason quit school: Level was too high
B14c_5
Reason quit school: Wanted to do another type of education
B14d_5
Reason quit school: Did not like the school
B14e_5
Reason quit school: Parents thought the school was not good
B14f_5
Reason quit school: Had problems with teachers
B14g_5
Reason quit school: Had problems with other pupils
B14h_5
Reason quit school: Other reason
B15_5
At what age did you complete or left this type of education/school level
B16_5
Did you get continuation advise at the end of this type of education/school level
B17_5_1_NL
Continuation advise: Special education (all)
B17_5_2_NL
Continuation advise: Special education (lvbo)
B17_5_3_NL
Continuation advise: Preparatory Vocational Education
B17_5_4_NL
Continuation advise: Mix Preparatory Vocational Education\Middle General Preparatory Education
B17_5_5_NL
Continuation advise: Mix special education\Preparatory Middle Vocational EducationBasic Level
B17_5_6_NL
Continuation advise: Preparatory Middle Vocational Education- Basic Level
B17_5_7_NL
Continuation advise: Mix Preparatory Middle Vocational Education- Basic Level\Preparatory Middle Vocational Education – Middle Management Level
B17_5_8_NL
Continuation advise: Preparatory Middle Vocational Education – Middle Management Level
B17_5_9_NL
Continuation advise: Mix Preparatory Middle Vocational Education – Middle Management Level\Preparatory Middle Vocational Education – mixed Level
B17_5_10_NL B17_5_11_NL
Continuation advise: Preparatory Middle Vocational Education – mixed Level Continuation advise: Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education
B17_5_12_NL
Continuation advise: Middle General Preparatory Education\Lower Sec. General Education- Theoretical Level
B17_5_13_NL
Continuation advise: Mix of Middle General Preparatory Education\Higher General Preparatory Education or Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education
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B17_5_14_NL
Continuation advise: Higher General Preparatory Education
B17_5_15_NL
Continuation advise: Mix Higher General Preparatory Education\Preparatory Scientific
B17_5_16_NL
Continuation advise: Preparatory Scientific Education
B17_5_17_NL
Continuation advise: Short Middle Vocational Education
B17_5_18_NL
Continuation advise: One year Middle Vocational Education
B17_5_19_NL
Continuation advise: Two year Middle Vocational Education
B17_5_20_NL
Continuation advise: Three year Middle Vocational Education
B17_5_21_NL
Continuation advise: (Four year) Middle Vocational Education
B17_5_22_NL
Continuation advise: Any type of Middle Vocational Education
B17_5_23_NL
Continuation advise: Higher Vocational Education
B17_5_24_NL
Continuation advise: University
B17_5_25_NL
Continuation advise: Does not know
B26a_5_NL
Did you follow advice and continue with another type of education or school level?
B33a_5_NL
Reason discontinuation: I am satisfied with my education
B33b_5_NL
Reason discontinuation: I did not like to go to school anymore
B33c_5_NL
Reason discontinuation: I wanted to work and earn money
B33d_5_NL
Reason discontinuation: I had to work and earn money
B33e_5_NL
Reason discontinuation: I got married
B33f_5_NL
Reason discontinuation: My parents made me stop
B33g_5_NL
Reason discontinuation: I had to take care of the children or family
B33h_5_NL
Reason discontinuation: Other reasons
B27_5_NL
Did you later in life return to school to pickup education again?
B27a_5_NL
With which type of education or school level did you continue?
career6
CAREERSTEP 6
B12_6
Are you currently/still attending this school or school level?
B13_6_NL
Did you complete this school or school level and obtain a diploma or certificate?
B14a_6
Reason quit school: Level was too low
B14b_6
Reason quit school: Level was too high
B14c_6
Reason quit school: Wanted to do another type of education
B14d_6
Reason quit school: Did not like the school
B14e_6
Reason quit school: Parents thought the school was not good
B14f_6
Reason quit school: Had problems with teachers
B14g_6
Reason quit school: Had problems with other pupils
B14h_6
Reason quit school: Other reason
B15_6
At what age did you complete or left this type of education/school level
B16_6
Did you get continuation advise at the end of this type of education/school level
B17_6_1_NL
Continuation advise: Special education (all)
B17_6_2_NL
Continuation advise: Special education (lvbo)
B17_6_3_NL
Continuation advise: Preparatory Vocational Education
B17_6_4_NL
Continuation advise: Mix Preparatory Vocational Education\Middle General Prepara-
Copyright © 2012. Amsterdam University Press. All rights reserved.
Education
tory Education B17_6_5_NL
Continuation advise: Mix special education\Preparatory Middle Vocational EducationBasic Level
B17_6_6_NL
Continuation advise: Preparatory Middle Vocational Education- Basic Level
B17_6_7_NL
Continuation advise: Mix Preparatory Middle Vocational Education- Basic Level\Preparatory Middle Vocational Education – Middle Management Level
B17_6_8_NL
Continuation advise: Preparatory Middle Vocational Education – Middle Management Level
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
B17_6_9_NL
Continuation advise: Mix Preparatory Middle Vocational Education – Middle Manage-
B17_6_10_NL
Continuation advise: Preparatory Middle Vocational Education – mixed Level
B17_6_11_NL
Continuation advise: Lower Sec. General Education- Theoretical Level\Higher General
B17_6_12_NL
Continuation advise: Middle General Preparatory Education\Lower Sec. General Educa-
B17_6_13_NL
Continuation advise: Mix of Middle General Preparatory Education\Higher General
ment Level\Preparatory Middle Vocational Education – mixed Level
Preparatory Education tion- Theoretical Level Preparatory Education or Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education B17_6_14_NL
Continuation advise: Higher General Preparatory Education
B17_6_15_NL
Continuation advise: Mix Higher General Preparatory Education\Preparatory Scientific
B17_6_16_NL
Continuation advise: Preparatory Scientific Education
B17_6_17_NL
Continuation advise: Short Middle Vocational Education
B17_6_18_NL
Continuation advise: One year Middle Vocational Education
B17_6_19_NL
Continuation advise: Two year Middle Vocational Education
B17_6_20_NL
Continuation advise: Three year Middle Vocational Education
B17_6_21_NL
Continuation advise: (Four year) Middle Vocational Education
B17_6_22_NL
Continuation advise: Any type of Middle Vocational Education
B17_6_23_NL
Continuation advise: Higher Vocational Education
B17_6_24_NL
Continuation advise: University
B17_6_25_NL
Continuation advise: Does not know
B26a_6_NL
Did you follow advice and continue with another type of education or school level?
B33a_6_NL
Reason discontinuation: I am satisfied with my education
B33b_6_NL
Reason discontinuation: I did not like to go to school anymore
B33c_6_NL
Reason discontinuation: I wanted to work and earn money
B33d_6_NL
Reason discontinuation: I had to work and earn money
B33e_6_NL
Reason discontinuation: I got married
B33f_6_NL
Reason discontinuation: My parents made me stop
B33g_6_NL
Reason discontinuation: I had to take care of the children or family
B33h_6_NL
Reason discontinuation: Other reasons
B27_6_NL
Did you later in life return to school to pickup education again?
B27a_6_NL
With which type of education or school level did you continue?
career7
CAREERSTEP 7
B12_7
Are you currently/still attending this school or school level?
B13_7_NL
Did you complete this school or school level and obtain a diploma or certificate?
B14a_7
Reason quit school: Level was too low
B14b_7
Reason quit school: Level was too high
B14c_7
Reason quit school: Wanted to do another type of education
B14d_7
Reason quit school: Did not like the school
B14e_7
Reason quit school: Parents thought the school was not good
B14f_7
Reason quit school: Had problems with teachers
B14g_7
Reason quit school: Had problems with other pupils
B14h_7
Reason quit school: Other reason
B15_7
At what age did you complete or left this type of education/school level
B16_7
Did you get continuation advise at the end of this type of education/school level
B17_7_1_NL
Continuation advise: Special education (all)
B17_7_2_NL
Continuation advise: Special education (lvbo)
Copyright © 2012. Amsterdam University Press. All rights reserved.
Education
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
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B17_7_3_NL
Continuation advise: Preparatory Vocational Education
B17_7_4_NL
Continuation advise: Mix Preparatory Vocational Education\Middle General Preparatory Education
B17_7_5_NL
Continuation advise: Mix special education\Preparatory Middle Vocational EducationBasic Level
B17_7_6_NL
Continuation advise: Preparatory Middle Vocational Education- Basic Level
B17_7_7_NL
Continuation advise: Mix Preparatory Middle Vocational Education- Basic Level\Preparatory Middle Vocational Education – Middle Management Level
B17_7_8_NL
Continuation advise: Preparatory Middle Vocational Education – Middle Management Level
B17_7_9_NL
Continuation advise: Mix Preparatory Middle Vocational Education – Middle Management Level\Preparatory Middle Vocational Education – mixed Level
B17_7_10_NL B17_7_11_NL
Continuation advise: Preparatory Middle Vocational Education – mixed Level Continuation advise: Lower Sec. General Education- Theoretical Level\Higher General .
Preparatory Education B17_7_12_NL
Continuation advise: Middle General Preparatory Education\Lower Sec. General Education- Theoretical Level
B17_7_13_NL
Continuation advise: Mix of Middle General Preparatory Education\Higher General Preparatory Education or Lower Sec. General Education- Theoretical Level\Higher General Preparatory Education
B17_7_14_NL B17_7_15_NL
Continuation advise: Higher General Preparatory Education Continuation advise: Mix Higher General Preparatory Education\Preparatory Scientific
Copyright © 2012. Amsterdam University Press. All rights reserved.
Education B17_7_16_NL
Continuation advise: Preparatory Scientific Education
B17_7_17_NL
Continuation advise: Short Middle Vocational Education
B17_7_18_NL
Continuation advise: One year Middle Vocational Education
B17_7_19_NL
Continuation advise: Two year Middle Vocational Education
B17_7_20_NL
Continuation advise: Three year Middle Vocational Education
B17_7_21_NL
Continuation advise: (Four year) Middle Vocational Education
B17_7_22_NL
Continuation advise: Any type of Middle Vocational Education
B17_7_23_NL
Continuation advise: Higher Vocational Education
B17_7_24_NL
Continuation advise: University
B17_7_25_NL
Continuation advise: Does not know
B26a_7_NL
Did you follow advice and continue with another type of education or school level?
B33a_7_NL
Reason discontinuation: I am satisfied with my education
B33b_7_NL
Reason discontinuation: I did not like to go to school anymore
B33c_7_NL
Reason discontinuation: I wanted to work and earn money
B33d_7_NL
Reason discontinuation: I had to work and earn money
B33e_7_NL
Reason discontinuation: I got married
B33f_7_NL
Reason discontinuation: My parents made me stop
B33g_7_NL
Reason discontinuation: I had to take care of the children or family
B33h_7_NL
Reason discontinuation: Other reasons
B27_7_NL
Did you later in life return to school to pickup education again?
B27a_7_NL
With which type of education or school level did you continue?
secschool
LIFE EXPERIENCECES/CHARACTERISTICS DURING SECONDARY SCHOOL
B32_NL
Highest level of education completed with a diploma
B32_NL_EDC
Highest level of education completed with a diploma (EduCode)
B32_NL_EDCR
Highest level of education completed with a diploma (EduCode-Reduced)
B34_NL
What was/ is the field or domain of your highest qualification or current study?
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
B35
How often did you change schools at secondary school level
B36
How often did you repeat a grade or class in secondary school?
B37a
Have you ever interrupted going to Dutch secondary school to go abroad for a period
Copyright © 2012. Amsterdam University Press. All rights reserved.
of more than three months? B37ba
Went abroad during: 1st grade
B37bb
Went abroad during: 2nd grade
B37bc
Went abroad during: 3rd grade
B37bd
Went abroad during: 4th grade
B37be
Went abroad during: 5th grade
B37bf
Went abroad during: 6th grade
B38a_NL
Which philosophy of education underpins your most important secondary school
B38b_NL
Which life philosophy/religion underpins your most important secondary school
B39
How many children of immigrant origin were there at this secondary school?
B40a
Because this was the local school for students who live in this area
B40b
Because this school was known to be a better school than others in the area
B40c
Because this school offered specific study programs
B40d
Because this school had a particular religion or philosophy of life
B40e
Because this school had no particular religion or philosophy of life
B40f
Because siblings or friends attended this school
B40g
Because class mates of my elementary school went to this school
B40h
Because my parents decided it likewise
B40i
Because in this school there were/ are few children of immigrants
B40j
Because other schools in the area didn't accept children of immigrant origin.
B40k
Because of my school advice
B40l
Because of other reasons
B40m_NL
Does not know
B41
Did you ever go to a remedial teacher during secondary school?
B42
Did you ever have homework guidance during secondary school?
B43a
At my most important secondary school: could get along with most teachers
B43b
At my most important secondary school: could get along with most students
B43c
At my most important secondary school: most teachers really listened to what I had to say
B43d
At my most important secondary school: when needed, teachers gave me extra help
B44
When you were in secondary school, had a quiet place at home to do homework?
B45
How many books were there at your home?
B46
Do you have one or more older siblings with a school diploma or certificate?
B47
What is the highest diploma or certificate obtained among your older sibling(s)?
B48
Do you have older siblings who have left secondary school without diploma or certificate?
B49
Do you have younger siblings who have left secondary school without diploma or certificate?
B50
When in secondary school, had friends who left secondary school without diploma or certificate?
B51a
Important during secondary school: Mother
B51b
Important during secondary school: Father
B51c
Important during secondary school: Elder sibling(s)
B51d
Important during secondary school: Peer(s)
B51e
Important during secondary school: Teacher(s)
B52a
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DANS Data Guide 9
During secondary school, how often did your parents control the time you spent on homework? B52b
During secondary school, how often did your parents help you with your homework?
B52c
During secondary school, how often did your parents let you do household chores or look after siblings?
B52d
During secondary school, how often did your parents talk with you about school or studies?
B52e
During secondary school, how often did your parents meet with or talk to your teachers?
B53a
During secondary school, how often did your older siblings help with your homework?
B53b
During secondary school how often did your older siblings talk with you about school or studies?
B54
In secondary school, perceived degree of welcome of second generation compared to comparison group?
B55
In secondary-school, experienced hostility or unfair treatment?
B56a
Experienced hostility or unfair treatment from: Students
B56b
Experienced hostility or unfair treatment from: Teachers
B56c
Experienced hostility or unfair treatment from: Principal
B56d
Experienced hostility or unfair treatment from: Supervisor or headmaster
B56e
Experienced hostility or unfair treatment from: Others
B57
Looking back, how satisfied are you with the level of education that you have achieved?
B58
The school system in the Netherlands offers equal opportunities to everybody.
Copyright © 2012. Amsterdam University Press. All rights reserved.
Module C: Labour market C1
Current position on the labour market
C2_ISCO
Current job according to ISCO ILO classification of occupations
C2sbc_NL
Current job according to Dutch SBC classification of occupations
C2pres_NL
Current job position on U&S-92 prestige scale
C2ses_NL
Current job position on Isei-92- socio-economic status scale
C2socla_NL
Current job position on Egp-92- social class scale
C2salary_NL
Current job position Salary or non-salary worker
C2supervise_NL
Current job position Supervising how many people
C2headman_NL
Current job position Head or manual
C2reqskills_NL
Current job position Required skill level
C2manlabsup_NL
Current job position Supervising manual laborers
C3
Current job: since when do
C4
Current job: economic sector of company/organization in which respondent works
C5
Current job: kind of company or organization
C6_NL
Current job: name of municipality of working address
C7
Current job: How many hours per week do you usually work
C8
Current job: Working/contract status in current job position
C9a_NL
Current job: Do you supervise other employees?
C9b_NL
Current job: How many employees do you supervise?
C10
Current job: Size of the firm/organisation in terms of numbers of employees
C11
Current job: In what way did you find your current job
C12
Current job: corresponds with education and skills level
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
Copyright © 2012. Amsterdam University Press. All rights reserved.
The Turkish and Moroccan second generation
C13
Current job: Do or did you have on-the-job training in current job
C14
Current job: Did you make promotion in your current job
C15
Current job is also first job?
C16
How many jobs did you have before your current job
C17
How many of these past jobs were full-time jobs
C18
Main reason leaving first job/stopped first business
C19_ISCO
First job according to ISCO ILO classification of occupations
C19sbc_NL
First job according to Dutch SBC classification of occupations
C19pres_NL
First job position on U&S-92 prestige scale
C19ses_NL
First job position on Isei-92- socio-economic status scale
C19socla_NL
First job position of first job on Egp-92- social class scale
C19salary_NL
First job position Salary or non-salary worker
C19supervise_NL
First job position Supervising how many people
C19headman_NL
First job position Head or manual
C19reqskills_NL
First job position Required skill level
C19manlabsup_NL
First job position Supervising manual laborers
C20a
First job: starting year
C20b
First job: How many months did you work in first job
C21
First job: Economic sector of company/organization
C22
First job: Kind of company or organization
C23_NL
First job: Municipality of working address first job
C24
First job: How many hours per week do you usually work
C25
First job: Working/contract status in first job position
C26a_NL
First job: Do you supervise other employees?
C26b_NL
First job: How many employees do you supervise?
C27_NL
First job: Size of the firm/organisation in terms of numbers of employees
C28
First job: In what way did you find your current job
C29
First job: corresponds with education and skills level
C30
First job: Do or did you have on-the-job training in current job
C31
First job: Did you make promotion in your current job
C32
Perceived difficulty of second generation finding a good job compared to comparison group
C33
When looking for a job ever experienced hostility?
C34
At your workplace ever experienced hostility because of your origin?
C35a
Hostility/unfair treatment by: Co-workers or colleagues
C35b
Hostility/unfair treatment by: Foremen or supervisors
C35c
Hostility/unfair treatment by: Boss or director
C35d
Hostility/unfair treatment by: Clients
C35e
Hostility/Unfair treatment by: Others
C35f
Hostility/Unfair treatment by: Don't know
C36
How many months did it take before you found your first job?
C37
Situation during the first period after finishing school/ study?
C38
Have you been without paid employment since you left school?
C39
What was your longest period without paid employment?
C40
Did your career so far live up to your expectations?
C41
What are your future plans concerning your working career?
C42
Are you currently looking for work?
C43
How are you looking for work?
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
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DANS Data Guide 9
C44
Did you ever have a paid job?
C45
How long have your been without paid employment since your last paid job?
C46_ISCO
Last job according to ISCO ILO classification of occupations
C46sbc_NL
Last job according to Dutch SBC classification of occupations
C46pres_NL
Last job position on U&S-92 prestige scale
C46ses_NL
Last job position on Isei-92- socio-economic status scale
C46socla_NL
Last job position on Egp-92- social class scale
C46salary_NL
Last job position Salary or non-salary worker
C46supervise_NL
Last job position Supervising how many people
C46headman_NL
Last job position Head or manual
C46reqskills_NL
Last job position Required skill level
C46manlabsup_NL
Last job position Supervising manual laborers
C47a
Last job: Starting year
C47b
Last job: Job duration in months
C48
Last job: Economic sector of company/organization
C49
Last job: Kind of company or organization
C50b_NL
Last job: Municipality of working address
C51
Last job: Usual number of hours working
C52
Last job: Working/contract status in last job position
C53a_NL
Last job: Supervision of other employees?
C53b_NL
Last job: How many employees under supervision?
C54
Last job: Size of the firm/organisation in terms of numbers of employees
C55
Last job: In what way did you find it
C56
Last job: Corresponds with education and skills level
C57
Last job: Did you have on-the-job training
C58
Last job: Did you make promotion
C59
Was your last job also your first job?
C60
How many jobs did you have before your last job?
C61
How many of the jobs before your last job were full-time?
C62
Main reason leaving first job
C63_ISCO
First job according to ISCO ILO classification of occupations
C63sbc_NL
First job according to Dutch SBC classification of occupations text
C63pres_NL
First job position on U&S-92 prestige scale
C63ses_NL
First job position on Isei-92- socio-economic status scale
C63socla_NL
First job position on Egp-92- social class scale
C63salary_NL
First job position Salary or non-salary worker
C63supervise_NL
First job position Supervising how many people
C63headman_NL
First job position Head or manual
C63reqskills_NL
First job position Required skill level
C63manlabsup_NL
First job position Supervising manual laborers
C64a
First job: starting year
C64b
First job: How many months did you work
C65
First job: Economic sector of company/organization
C66
First job: Kind of company or organization
C67b
First job: Municipality of working address
C68
First job: Usual number of hours per week working
C69
First job: Working/contract status
C70a_NL
First job: Did you supervise other employees?
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
C70b_NL
First job: How many employees did you supervise?
C72
First job: In what way did you find that job?
C73
First job: Corresponds with education and skills level?
C74
First job: Do or did you have on-the-job training?
C75
First job: Did you make promotion?
C76
First job: Ever personally experienced hostility or unfair treatment because of your origin?
C77a
First job: Hostility/unfair treatment by: Co-workers or colleagues
C77b
First job: Hostility/unfair treatment by: Foremen or supervisors
C77c
First job: Hostility/unfair treatment by: Boss or director
C77d
First job: Hostility/unfair treatment by: Clients
C77e
First job: Hostility/Unfair treatment by: Others
C77f
First job: Hostility/Unfair treatment by: Don't know
C78
Transition school to first job: months it took to find the job
C79
Situation during the first period after completion of school/ study?
C80
Perceived difficulty of second generation finding a good job compared to comparison group
C81
When looking for a job ever experienced hostility?
C82
Did your career so far live up to your expectations?
C83
What are your future plans concerning your working career?
Copyright © 2012. Amsterdam University Press. All rights reserved.
Module D: Partner D1month
Started living together: month
D1year
Started living together: year
D3
First circumstances when meeting your partner
D4
In which country was your partner born?
D5
How old was your partner when coming to survey country?
D6
In which country was mother of your partner born?
D7
Did that mother ever live in survey country?
D8
In which country was father of your partner born?
D9
Did father of your partner ever live in survey country?
D10a
Partner has survey country nationality
D10b
Partner has Turkish nationality
D10c
Partner has Moroccan nationality
D10z_NL
Partner has national and country of parents nationality
D10j
Other
D11_NL
Highest attended level of education of partner
D12_NL
Highest diploma/qualification of your partner
D13
Partners employment situation
D14
Has your partner a religion?
D15
Religion of your partner?
D16
Is your marriage a civil registration marriage?
D17month
Marriage month
D17year
Marriage year
D18
Are you and your partner relatives
D19
Any pressured renouncement of family/relatives of your marriage
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D20
Any pressured encouragement of family/relatives of your marriage
D22
Did you want to get married with your partner
D25
Pressure of in-laws to renounce any marriage
D26
Pressure of in-laws to encourage any marriage
D27
Were you married or living-together before current marriage/partnership
D28
Did you ever live together with someone as a couple
D29month
Month started living together with last partner
D29year
Year started living together with last partner
D30
Age of partner when you started living together
D31b
Year in which relationship with last partner ended
D32
Country of birth of last partner
D33
Country of birth of mother of last partner
D34
Country of birth of father of last partner
D35
Were you and your last partner relatives?
D36
Did you have a civil registration marriage with last partner?
D37
Any pressure to renounce marriage with last partner from family/in-laws
D38
Any pressure to encourage marriage with last partner from family/in-laws
D41
Before last marriage/relation, ever lived together with someone as a couple
D42month
Month started living together with first partner
D42year
Year started living together with first partner
D43
Age first partner when started living together
D44
In which year did relation with first partner end
D45
Country of birth of first partner
D46
Country of birth of mother of first partner
D47
Country of birth of father of first partner
D48
Were you and your first partner relatives/family
D49
Were you having a civil registration marriage with your first partner
Copyright © 2012. Amsterdam University Press. All rights reserved.
Module E: Parents E1a
In which country was your father born
E1b
Birth year father
E2
Country of usual residence of father until age 15
E3
Province of usual residence of father until age 15
E4
Type of place of usual residence of father until age 15
E5
Is your father still alive?
E6
Year of death of father
E7
Where does your father live now?
E8
Fathers current activity/job status
E9
Fathers current activity/job status at respondents age 15
E10_ISCO
Occupation father at respondent age 15 according to ISCO ILO classification
E10sbc_NL
Occupation father at respondent age 15 according to DUTCH SBC classification
E10prest_NL
Position job father at respondent age 15 on U&S-92 prestige scale
E10ses_NL
Position job father at respondent age 15 on Isei-92- socio-economic status scale
E10headman_NL
Position job father at respondent age 15 Head or manual
E10reqskills_NL
Position job father at respondent age 15 Required skill level
E10manlabsup_NL
Position job father at respondent age 15 Supervising manual laborers
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
Copyright © 2012. Amsterdam University Press. All rights reserved.
The Turkish and Moroccan second generation
E11a
In which country was your mother born
E11b
Birth year mother
E12
Country of usual residence of mother until age 15
E13
Province of usual residence of mother until age 15
E14
Type of place of usual residence of mother until age 15
E15
Is your mother still alive?
E16
Year of death of mother
E17
Where does your mother live now?
E18
Mothers current activity/job status
E19
Mothers current activity/job status at respondents age 15
E20_ISCO
Occupation mother at respondent age 15 according to ISCO ILO classification
E20sbc_NL
Occupation mother at respondent age 15 according to DUTCH SBC classification
E20pres_NL
Position job mother at respondent age 15 on U&S-92 prestige scale
E20ses_NL
Position job mother at respondent age 15 on Isei-92- socio-economic status scale
E20headman_NL
Position job mother at respondent age 15 Head or manual
E20reqskills_NL
Position job mother at respondent age 15 Required skill level
E20manlabsup_NL
Position job mother at respondent age 15 Supervising manual laborers
E21a
How old was your father when he came to survey country for the first time?
E21b
For what main reason did your father come to survey country
E22a
Did your father have paid work before he came to survey country
E22b_ISCO
Job title father according to ISCO ILO classification before coming to survey country
E22bsbc_NL
job title father before coming to NL according to Dutch SBC classification
E22bpres_NL
Position job father before coming to NL on U&S-92 prestige scale
E22bses_NL
Position job father before coming to NL on Isei-92- socio-economic status scale
E22bheadman_NL
Position job father before coming to NL Head or manual
E22breqskills_NL
Position job father before coming to NL Required skill level
E22bmanlabsup_NL
Position job father before coming to NL Supervising manual laborers
E23a
How old was your mother when he came to survey country for the first time?
E23b
For what main reason did your mother come to survey country
E24a
Did your mother have paid work before she came to survey country
E24b_ISCO
Job title mother before coming to survey country according to ISCO ILO classification
E24bsbc_NL
job title mother before coming to NL according to Dutch SBC classification
E24bpres_NL
Position job mother before coming to NL on U&S-92 prestige scale
E24bses_NL
Position job mother before coming to NL on Isei-92- socio-economic status scale
E24bheadman_NL
Position job mother before coming to NL Head or manual
E24breqskills_NL
Position job mother before coming to NL Required skill level
E24manlabsup_NL
Position job mother before coming to NL Supervising manual laborers
E25a
Are/were your parents married?
E25b
How long are/have your parents been married?
E26
Did your parents always remain together?
E27
In which year did your parents separate?
E28_NL
What is the highest school level attended by father?
E29
Did your father complete that highest level successfully with a diploma?
E30
Can/could your father read and write?
E31a_T
Father raised in: Survey country language
E31b_T
Father raised in: Turkish
E31c_T
Father raised in: Kurdish
E31d_T
Father raised in: Aramaic
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DANS Data Guide 9
E31e_T
Father raised in: Suryoye
E31f_T
Father raised in: Armenian
E31j_T
Father raised in: Other
E31k_T
Father raised in: Does not know
E31a_M
Father raised in: Survey country language
E31b_M
Father raised in: Moroccan
E31c_M
Father raised in: Riffin
E31d_M
Father raised in: Tashelhiyt
E31e_M
Father raised in: Tamazight
E31f_M
Father raised in: Classical Arabic
E31g_M
Father raised in: French
E31h_M
Father raised in: Spanish
E31j_M
Father raised in: Other
E31k_M
Father raised in: Does not know
E32
How well does your father speak language of survey country
E33
Can your father read and write language of survey country
E34
Does/Did your father have the citizenship of survey country
E35b
Does/Did your father have the nationality of his country of origin
E36_NL
What is the highest school level attended by your mother?
E37
Did your mother complete that highest level successfully?
E38
Can/could your mother read and write?
E39a_T
Survey country language
E39b_T
Turkish
E39c_T
Kurdish
E39d_T
Aramaic
E39e_T
Suryoye
E39f_T
Armenian
E39g_T
English
E39j_T
Other
E39k_T
Does not know
E39a_M
Survey country language
E39b_M
Moroccan
E39c_M
Riffin
E39d_M
Tashelhiyt
E39e_M
Tamazight
E39f_M
Classical Arabic
E39g_M
French
E39h_M
Spanish
E39j_M
Other
E39k_M
Does not know
E40
How well does your mother speak language of survey country
E41
Can your mother read and write language of survey country
E42
Does/Did your mother have the nationality of survey country
E44
Has your mother the nationality of her country of origin
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
Module F: Housing and neighbourhood F1
Year started living in this house/apartment
F2
Who owns this house?
F2_NL
From whom do you rent this house/apartment
F3
Which period was this house/apartment built
F4a
How many rooms has your house/apartment
F4b_NL
How many square meters of surface does this house measure
F5a
In which country did you live when you were between 12 and 16 years old
F5b
In which city/town/village did you live when you were between 12 and 16 years old
F5c
In which neighbourhood did you live when you were between 12 and 16 years old
F6
What's your rating of the neighbourhood you are currently living in
F7
How would you describe the neighbourhood you are currently living in
F8
In what kind of neighbourhood would you prefer to live in
F9a
I am attached to this neighbourhood
F9c
There is hardly any vandalism in this neighbourhood
F9d
There are hardly enough good schools in this neighbourhood
F9f
I have good contact with my neighbours
F9h
I expect liveability in this neighbourhood will deteriorate
F9i
A lot of garbage in this neighbourhood
F9j
People hardly know each other in this neighbourhood
F9k
A lot of crime in this neighbourhood
Module G: Social relations and political participation G1a
Ethnicity first best friend during secondary school
G1b
Ethnicity second best friend during secondary school
G1c
Ethnicity third best friend during secondary school
G1da
How many of your friends during secondary school were from the other ethnic group
Copyright © 2012. Amsterdam University Press. All rights reserved.
(s) G1db
How many of your current friends are from the other ethnic group(s)
G2a
Ethnicity best current friend
G2b
Ethnicity 2nd best current friend
G2c
Ethnicity 3rd best current friend
G3a_NL
Education best current friend
G3b_NL
Education 2nd best current friend
G3c_NL
Education 3rd best current friend
G4a
Do you have relatives in this city
G4b
Do you have relatives living elsewhere in survey country
G4c
Do you have relatives living elsewhere in other European countries
G5
How often do you have contact with the relatives that you have most contact with?
G6a
Participates in sports club or team
G6b
Participates in student union
G6c
Participates in religious organisations
G6d
Participates in political parties or groups
G6e
Participates in arts, music or cultural activities
G6f
Participates in trade unions
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G6g
Participates in women’s groups
G6i
Participates in local community poverty, employment, housing, racial equality or alike groups
G6j
Participates in third world development
G6k
Participates in conservation, environment, ecology, animal rights
G6l
Participates in human rights or peace movement
G6m
Participates in professional association
G6n
Participates in parents organisation in school
G6o
Participates in other kind of groups
G6p
Does not participate in any organisations
G7a
Mostly oriented towards country of parents: sports club or team
G7b
Mostly oriented towards country of parents: student union
G7c
Mostly oriented towards country of parents: religious organisations
G7d
Mostly oriented towards country of parents: political parties or groups
G7e
Mostly oriented towards country of parents: arts, music or cultural activities
G7f
Mostly oriented towards country of parents: trade unions
G7g
Mostly oriented towards country of parents: women’s groups
G7i
Mostly oriented towards country of parents: local community poverty, employment, housing, racial equality or alike groups
G7j
Mostly oriented towards country of parents: third world development
G7k
Mostly oriented towards country of parents: conservation, environment, ecology, animal rights
G7l
Mostly oriented towards country of parents: human rights or peace movement
G7m
Mostly oriented towards country of parents: professional association
G7n
Mostly oriented towards country of parents: parents organisation in school
G7o
Mostly oriented towards country of parents: other kind of groups
G7p
Mostly oriented towards country of parents: not in any organization
G8a_NL
Have you ever experienced hostility or unfair treatment towards you because of your
Copyright © 2012. Amsterdam University Press. All rights reserved.
origin/background G8b_NL
How often experienced hostility or unfair treatment
G9c
Context of ethnic/background related hostility: neighbourhood
G9d
Context of ethnic/background related hostility: dancings, cafe, restaurants, etc.
G9z_NL
Context of ethnic/background related hostility: government/municipality
G9f
Context of ethnic/background related hostility: in contacts with police
G10a
Reason hostility: Ethnic origin or background
G10b
Reason hostility: Language or accent
G10c
Reason hostility: Skin colour
G10d
Reason hostility: Religion
G10e
Reason hostility: Social class or class origin
G10f
Other reasons for hostility
G10g
Does not know what reason for hostility was
G11a_NL
Ever confronted with offensive words because of origin or background
G11b_NL
How often confronted with offensive words because of origin or background
G12a
Offences came from: Survey country people
G12b
Offences came from: Moroccans
G12c
Offences came from: Turks
G12d
Offences came from: Other immigrant groups
G13a
Perception about hostile treatment experiences towards: Survey country comparison group members
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
G13b
Perception about hostile treatment experiences towards: The Moroccans
G13c
Perception about hostile treatment experiences towards: The Turks
G13d
Perception about hostile treatment experiences towards: The Muslims
G13g
Perception about hostile treatment experiences towards: The Dark-skinned
G14a
Context of hostility/unfair treatment against second generation: school
G14b
Context of hostility/unfair treatment against second generation: workplace
G14c
Context of hostility/unfair treatment against second generation: looking for work
G14e
Context of hostility/unfair treatment against second generation: disco, cafe, etc.
G14g
Context of hostility/unfair treatment against second generation: in their neighbourhood
G14j
Context of hostility/unfair treatment against second generation: encounters with police
G15a
Voted in the last municipal elections
G15b_NL
To which political party did you give your vote
G16
Political positioning on a left to right scale
Module H: Gender roles and child care H1a
Who cares for non-school going kids: Respondent
H1b
Who cares for non-school going kids: Partner
H1c
Who cares for non-school going kids: Family
H1d
Who cares for non-school going kids: Nursery school, Crèche
H1e
Who cares for non-school going kids: Others
H2a_NL
(Combines H2 and H7) Who generally cares for: the kids
H2b_NL
(Combines H2 and H7) Who generally cares for: the household chores
H2c_NL
(Combines H2 and H7) Who generally cares for: cooking the daily meals
H2d_NL
(Combines H2 and H7) Who generally cares for: finances/administrative matters
H2e_NL
(Combines H2 and H7) Who generally cares for: the earnings/income
H3_NL
(Combines H3 and H8) Are you satisfied with division of hhold tasks between you and
Copyright © 2012. Amsterdam University Press. All rights reserved.
your partner H4a_NL
(Combines H4 and H11) Women with small children should not work outside the house
H4b_NL
(Combines H4 and H11) It is against nature if women in leading positions have authority over men
H4c_NL
(Combines H4 and H11) Study and higher education are less important for women than for men
H5a
Were you working just before your first child was born
H5b
Did you decide to work more, less, or did you quit work when your first child was born
H6a
Was your partner working just before your first child was born
H6b
Did your partner decide to work more, less, or you quit work when your first child was born
H10a
Who should take care in your household of: Kids
H10b
Who should take care in your household of: Household chores
H10c
Who should take care in your household of: Cooking the daily meal
H10d
Who should take care in your household of: Finances/Administrative matters
H10e
Who should take care in your household of: Earnings/Income
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Module J: Identity J1a
To what extent do you feel being citizen of survey country
J1b
To what extent do you feel being citizen of survey city
J1d
To what extent do you feel Moroccan/Turk
J1e
To what extent do you feel Kurd/Berber
J1g
To what extent do you feel European
J1h
To what extent do you feel Muslim/Christian
J2
In this city, how is the relationship between the survey country people and members of your ethnic group
J3
How did this relationship between the survey country people and members of your ethnic group develop in recent years
J4
What do you think living together of survey country people and members of your ethnic group does to your culture?
J5
What do you think living together of survey country people and members of your ethnic group does to the economy?
J6
Religious diversity is good for this city
J7a
People of immigrant origin should mostly live according their own culture inside the home
J7b
People of immigrant origin should mostly live according to survey country peoples culture inside the home
J7c
People of immigrant origin should mostly live according to their own culture outside the home
J7d
People of immigrant origin should mostly live according to survey country culture out-
Copyright © 2012. Amsterdam University Press. All rights reserved.
side the home J7g
Government should do more to improve the position of immigrants
J8a_T
Language raised: Survey country language
J8b_T
Language raised: Turkish
J8c_T
Language raised: Kurdish
J8d_T
Language raised: Aramaic
J8e_T
Language raised: Suryoye
J8f_T
Language raised: Armenian
J8j_T
Language raised: Other
J8a_M
Language raised: Survey country language
J8b_M
Language raised: Moroccan
J8c_M
Language raised: Riffi
J8d_M
Language raised: Tashelhiyt
J8e_M
Language raised: Tamazight
J8f_M
Language raised: Standard Arabic
J8h_M
Language raised: French
J8i_M
Language raised: Spanish
J8j_M
Language raised: Other
J9a_T_NL
Understands Turkish
J9b_T_NL
Understands Kurdish
J9c_T_NL
Understands Aramaic
J9d_T_NL
Understands Suryoye
J9e_T_NL
Understands Armenian
J9f_T_NL
Understands Other
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
Copyright © 2012. Amsterdam University Press. All rights reserved.
The Turkish and Moroccan second generation
J9g_T_NL
Understands No other languages in parents country
J9b_M_NL
Understands Moroccan
J9c_M_NL
Understands Riffi
J9d_M_NL
Understands Tashelhiyt
J9e_M_NL
Understands Tamazight
J9x_M_NL
Understands Arabic
J9y_M_NL
Understands French
J9z_M_NL
Understands Spanish
J9f_M_NL
Understands Other
J9g_M_NL
Understands no other languages in parents country
j10a
How well do you speak language of survey country
j10b
How well do you read language of survey country
j10c
How well do you write language of survey country
j11a
How well do you speak the language of your ethnic descent group
j11b
How well do you read the language of your ethnic descent group
j11c
How well do you write the language of your ethnic descent group
J12a_NL
Which language do you speak with your mother
J12b_NL
Which language do you speak with your father
J12c_NL
Which language do you speak with your friends
J12d_NL
Which language do you speak with your brothers/sisters
J12e_NL
Which language do you speak with your partner
J13a
Do you watch TV
J13b
What kind of stations do you watch
J14a
Do you use internet
J14ba
Use of internet for work
J14bb
Use of internet for study
J14bc
Use of internet for religious matters
J14bd
Use of internet for contact with friends
J14be
Use of internet for leisure
J14bf
Use of internet for info on country of origin of parents
j15a
Did you visit the country of your parents origin in the past 5 years
J15b
Number of times respondent visited country of parents in the past 5 years
J16
What was the main reason of your visit(s)
J17a
Did you remit money in the past 5 years to country of origin of parents
J17b
How much was this per year
J18a
Did you invest money in business or real estate in the past 5 years in the country of origin of parents?
J18b
How much money did you invest
J19
Do you intend to go and live in the country of origin of your parents
Module K: Religion and religiosity K1
Where you raised according to a religion
K2
Which religion was this
K3
As a child did you attend Koran lessons
K4_NL
When you were little, frequency of mosque/reli service visits of FATHER?
K5
Did you attend catechism lessons outside school
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K6
When you were little, how often did your parents go to church or attend religious meetings
K7
When you were a child, did you attend Torah lessons
K8
When you were little, how often did your parents go to the synagogue or attend religious services
K9
Do you currently have a religion
K10
Which religion do you have
K11
How often did you fast during the last Ramadan
K12
How often do you eat halal food
K13
How often do you do your daily prayers
K15
To what extent do you observe fasting period in your religion
K16
How often do you pray
K17
How often do you visit mosque/church/synagogue (inc. K14)
K18a
Being a [Muslim/Christian/etc] is an important part of myself
K18b
The fact that I am a [Muslim/ Christian/other religion mentioned] is something I often think about.
K18c
I see myself as a real [Muslim/ Christian/other religion mentioned]
K18d
In many aspects I am like other [Muslims/Christians/other religion mentioned]
K18e
When somebody says something bad about my religion I feel personally hurt.
K19a
Religion should be a private matter between a religious person and God
K19b
Religion should be represented in politics and society, along with other religious or political viewpoints
K19c
Religion should be the only and ultimate political authority
K20a
All religious symbols or signs should be banned from survey country schools.
K20b
Islamic women should wear headscarves or cover their heads outside the house.
K21a
Are you wearing a headscarf outside the house?
K21b
Is your wife or partner wearing a headscarf outside the house?
K21c
Did your wife or partner wear a headscarf outside the house?
K21d
If you would have a wife or partner, would you want her to wear a headscarf outside
Copyright © 2012. Amsterdam University Press. All rights reserved.
the house? K22a_1
Because it is a religious obligation
K22a_2
Because it is [my/her] personal free choice
K22a_3
Because it is part of [my/her] Muslim identity
K22a_4
Because I want to avoid gossip or disrespectful behaviour towards [me/her]
K22a_5
Because it strengthens mutual trust in [my/our] family
K22a_6_NL
Other
K22a_7_NL
No 2nd reason
K22a_8_NL
No 3rd reason
K23a_1
Because it is not a real religious obligation
K23a_2
Because it is [my/her] personal free choice not to wear the headscarf
K23a_3
Because it is better to adapt into the society of survey country
K23a_4
Because I want to avoid discrimination or disrespectful behaviour towards [me/her]
K23a_5
Because men and women have equal rights
K23a_6_NL
Other
K23a_7_NL
No 2nd reason
K23a_8_NL
No 3rd reason
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The Turkish and Moroccan second generation
Module L: Income L1
Monthly net income of respondent
L2
Do you receive any financial benefits (employment, disability, etc.)
L3a
Welfare benefit
L3b
Unemployment benefit
L3c
Disability benefit
L3d
Scholarship
L3e
Alimony
L3f
Other benefits
L4
Monthly net benefits received by respondent
L5
Monthly net income partner
L6
Receipt of financial benefits of partner (employment, disability, etc.)
L7a
Welfare benefit
L7b
Unemployment benefit
L7c
Disability benefit
L7d
Scholarship
L7e
Alimony
L7f
Other benefits
L8
Monthly net benefits received by partner of respondent
L9a
Respondent and/or partner have mortgage for housing
L10a
Respondent and/or partner have loan for a car
L11a
Respondent and/or partner have loan for other consumption purposes
L12
Which statement best describes your income income/welfare situation
Copyright © 2012. Amsterdam University Press. All rights reserved.
Module M: Psychosocial, personal relations (from written questionnaire) M1a
I am able to do things as well as most other people
M1b
I feel I do not have much to be proud of
M1c
On the whole, I am satisfied with myself
M1d
At times I think I am no good at all
M2a
It is easy for me to stick to my aims and accomplish my goals
M2b
I can solve most problems, if I invest the necessary effort
M2c
If I am in trouble, I can usually think of a solution
M2d
I can usually handle whatever comes my way
M3aa
When 17 years old, conflict with father on: study, school
M3ab
When 17 years old, conflict with father on: friends
M3ac
When 17 years old, conflict with father on: love affairs, relationships
M3ad
When 17 years old, conflict with father on: leisure issues
M3ae
When 17 years old, conflict with father on: nights out
M3af
When 17 years old, conflict with father on: participation in domestic work
M3ag
When 17 years old, conflict with father on: money
M3ah
When 17 years old, conflict with father on: religious matters
M3ai
When 17 years old, conflict with father on: politics
M3ba
When 17 years old, conflict with mother on: study, school
M3bb
When 17 years old, conflict with mother on: friends
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M3bc
When 17 years old, conflict with mother on: love affairs, relationships
M3bd
When 17 years old, conflict with mother on: leisure issues
M3be
When 17 years old, conflict with mother on: nights out
M3bf
When 17 years old, conflict with mother on: participation in domestic work
M3bg
When 17 years old, conflict with mother on: money
M3bh
When 17 years old, conflict with mother on: religious matters
M3bi
When 17 years old, conflict with mother on: politics
M4a
Respondent feelings in degrees Celsius for: Survey country people
M4b
Respondent feelings in degrees Celsius for: Turks
M4c
Respondent feelings in degrees Celsius for: Moroccans
M4d
Respondent feelings in degrees Celsius for: Muslims
M4e
Respondent feelings in degrees Celsius for: Christians
M4g
Respondent feelings in degrees Celsius for: Dark-skinned people
M4aa
Acceptability: women having sex before marriage
M4ab
Acceptability: men having sex before marriage
M4ac
Acceptability: abortion for medical reasons
M4ad
Acceptability: abortion for non-medical reasons
M6a
Policy measure: Stricter application of laws against racist acts and propaganda
M6b
Policy measure: Give priority to applicants of immigrant origin with the same qualifications in the job market
M6c
Policy measure: Teach the principles of tolerance and civic morality in schools
M6d
Policy measure: Improve [national] language mastery of immigrants and their children
M6e
Policy measure: Teach people of immigrant origin in the language and culture of parents country of origin
M6f
Policy measure: Allow people of immigrant origin born in survey country to have mul-
Copyright © 2012. Amsterdam University Press. All rights reserved.
tiple nationalities M6g
Send children to a school where more than 50% of the pupils are from migrant origin?
M6h
Ever go out to places where a lot of second generation youth decent gather?
M7a
Do you currently have a girlfriend/ boyfriend/ partner?
M7b
Did you ever have a girlfriend/ boyfriend/ partner?
M8
In which circumstances did you meet your current or last girlfriend/ boyfriend/ partner for the first time?
M9a
How old were you when you first met your girlfriend/ boyfriend/ partner?
M9b
How old was your girlfriend/ boyfriend/ partner when you first met?
M10
In what country does your current/ last girlfriend/ boyfriend/ partner live?
M11
In what country was your current/ last girlfriend/ boyfriend/ partner born?
M12a
Survey country nationality is nationality of current/ last girlfriend/ boyfriend/ partner
M12b
Turkish nationality is nationality of current/ last girlfriend/ boyfriend/ partner
M12c
Moroccan nationality is nationality of current/ last girlfriend/ boyfriend/ partner
M12j
Other nationality is nationality of current/ last girlfriend/ boyfriend/ partner
M13
Parents approve(d) of this relationship
M14
Why did parents disapprove this relationship
M15
Did you ever have sex?
M16a
At what age did you have sex for the first time?
M16b
Age of your first sex partner
M17
Opinion on first sex experience
M18a
Do you currently use contraceptives?
M20
When asked, responded expressed comments on the interview
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The Turkish and Moroccan second generation
Module EOI: Interview Evaluation Variables FQ1
Do you want to receive a summary of the survey results
EV2
How easy difficult was it to obtain cooperation for the interview
EV3a
Were other persons present during the interview
EV3b_1
Partner present
EV3b_2
Father present
EV3b_3
Mother present
EV3b_4
Father in-law present
EV3b_5
Mother in-law present
EV3b_6
Children or sisters
EV3b_7
Brothers
EV3b_8
Other persons
EV4
Who responded to the question on the partner of the respondent
EV5
Quality of cooperation of respondent
EV6
How well did the respondent understand the questions
EV7
Atmosphere during the interview
EV8
Events or persons influenced the interviewing
EV9
Any circumstance in the life of the respondent that may have influenced replying
EV10
Respondent has religious symbols in the house
EV11
Respondent wore religious symbols during interview
EV12
Interviewers judgement about the quality of the house/apartment
Copyright © 2012. Amsterdam University Press. All rights reserved.
Neighbourhood level variables
INTYEAR
Year of interview
problem_nh
Classified as problematic neighbourhood (Vogelaarwijk)
address_nh
Number of addresses in neighbourhood per square kilometre
inhab_nh
Number of inhabitants neighbourhood
minhab_nh
Number of male inhabitants neighbourhood
finhab_nh
Number of female inhabitants neighbourhood
density_nh
Population density, number of inhabitants per square kilometre
hh_nh
Total number of households in neighbourhood
avhh_nh
Average number of persons in household in neighbourhood
birth_nh
Number of births in neighbourhood
relbirth_nh
Relative number of births in neighbourhood per 1000 inhabitants
death_nh
Number of deaths in neighbourhood
reldeath_nh
Relative number of deaths in neighbourhood per 1000 inhabitants
house_nh
Number of houses in neighbourhood
houseva_nh
Average house value in neighbourhood
increcnr_nh
Number of income receivers in neighbourhood
increcav_nh
Average income per income receiver in neighbourhood
incinhab_nh
Average income per neighbourhood inhabitant
socsec_nh
Number of social security benefit receivers in neighbourhood
relsocsec_nh
Relative number of social security benefit receivers in neighbourhood, per 1000 households
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disab_nh
Number of disability benefit receivers in neighbourhood, only 2006
reldisab_nh
Relative number of disability benefit receivers in neighbourhood, per 1000 inhabitants
compcode_nh
Companies in neighbourhood, only 2006
compnr_nh
Number of companies in neighbourhood, only 2007
cars_nh
Number of cars in neighbourhood
carshh_nh
Number of cars per household in neighbourhood
carskm_nh
Number of cars per square kilometre in neighbourhood
comove_nh
Number of company motor vehicles in neighbourhood
mobi_nh
Number of motor bikes in neighbourhood
disgp_nh
Distance to general practice in kilometres, only 2007
km3gp_nh
Number of general practices within 3 kilometres, only 2007
disgpp_nh
Distance to general practice post in kilometres, only 2007
dishos_nh
Distance to hospital in kilometres, only 2007
km20hos_nh
Number of hospitals within 20 kilometres, only 2007
km3dcc_nh
Number of day-care centres within 3 kilometres, only 2007
disps_nh
Distance to primary school in kilometres, only 2007
km3ps_nh
Number of primary schools within 3 kilometre, only 2007
dislspe_nh
Distance to lower secondary professional education in kilometres, only 2007
km5lspe_nh
Number of lower secondary professional education schools within 5 kilometres, only
aged 15-65 year, only 2006
2007 dishgse_nh
Distance to higher general secondary education/pre-university education in kilometres, only 2007
km5hgse_nh
Number of higher general secondary education/pre-university education within 5 kilo-
Copyright © 2012. Amsterdam University Press. All rights reserved.
metres, only 2007 disapp_nh
Distance to main road approach in kilometres, only 2007
sur_nh
Surface in hectares in neighbourhood
surland_nh
Surface of land in hectares in neighbourhood
surwat_nh
Surface of water in hectares in neighbourhood
urlu_nh
Urban land use in hectares in neighbourhood, only 2006
traar_nh
Traffic area in hectares in neighbourhood, only 2006
build_nh
Built-on area in hectares in neighbourhood, only 2006
sembuild_nh
Semi-built on area in hectares in neighbourhood, only 2006
recar_nh
Recreation area in hectares in neighbourhood, only 2006
dislib_nh
Distance to library in kilometres, only 2006
dispa_nh
Distance to performing arts in kilometres, only 2006
km5pa_nh
Number of performing arts within 5 kilometres, only 2006
km10pa_nh
Number of performing arts within 10 kilometres, only 2006
km20pa_nh
Number of performing arts within 20 kilometres, only 2006
dispop_nh
Distance to pop venue in kilometres, only 2006
dismus_nh
Distance to museum in kilometres, only 2006
km5mus_nh
Number of museums within 5 kilometre, only 2006
km10mus_nh
Number of museums within 10 kilometre, only 2006
km20mus_nh
Number of museums within 20 kilometre, only 2006
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
The Turkish and Moroccan second generation
Municipality level variables inhaba06_mu
Number of inhabitants Amsterdam, 2006
inhaba07_mu
Number of inhabitants Amsterdam, 2007
inhabr06_mu
Number of inhabitants Rotterdam, 2006
inhabr07_mu
Number of inhabitants Rotterdam, 2007
minhaba06_mu
Number of male inhabitants Amsterdam, 2006
minhaba07_mu
Number of male inhabitants Amsterdam, 2007
minhabr06_mu
Number of male inhabitants Rotterdam, 2006
minhabr07_mu
Number of male inhabitants Rotterdam, 2007
finhaba06_mu
Number of female inhabitants Amsterdam, 2006
finhaba07_mu
Number of female inhabitants Amsterdam, 2007
finhabr06_mu
Number of female inhabitants Rotterdam, 2006
finhabr07_mu
Number of female inhabitants Rotterdam, 2007
nativea06_mu
Number of natives in Amsterdam (with two parents born in the Netherlands), 2006
nativea07_mu
Number of natives in Amsterdam (with two parents born in the Netherlands), 2007
nativer06_mu
Number of natives in Rotterdam (with two parents born in the Netherlands), 2006
nativer07_mu
Number of natives in Rotterdam (with two parents born in the Netherlands), 2007
mnativea06_mu
Number of native men in Amsterdam (with two parents born in the Netherlands), 2006
mnativea07_mu
Number of native men in Amsterdam (with two parents born in the Netherlands), 2007
mnativer06_mu
Number of native men in Rotterdam (with two parents born in the Netherlands), 2006
mnativer07_mu
Number of native men in Rotterdam (with two parents born in the Netherlands), 2007
fnativea06_mu
Number of native women in Amsterdam (with two parents born in the Netherlands),
fnativea07_mu
Number of native women in Amsterdam (with two parents born in the Netherlands),
fnativer06_mu
Number of native women in Rotterdam (with two parents born in the Netherlands),
fnativer07_mu
Number of native women in Rotterdam (with two parents born in the Netherlands),
moroca06_mu
Number of Moroccans in Amsterdam (with at least one parent born in Morocco), 2006
2006 2007 2006
Copyright © 2012. Amsterdam University Press. All rights reserved.
2007 moroca07_mu
Number of Moroccans in Amsterdam (with at least one parent born in Morocco), 2007
morocr06_mu
Number of Moroccans in Rotterdam (with at least one parent born in Morocco), 2006
morocr07_mu
Number of Moroccans in Rotterdam (with at least one parent born in Morocco), 2007
mmoroca06_mu
Number of Moroccan men in Amsterdam (with at least one parent born in Morocco),
mmoroca07_mu
Number of Moroccan men in Amsterdam (with at least one parent born in Morocco),
mmorocr06_mu
Number of Moroccan men in Rotterdam (with at least one parent born in Morocco),
mmorocr07_mu
Number of Moroccan men in Rotterdam (with at least one parent born in Morocco),
fmoroca06_mu
Number of Moroccan women in Amsterdam (with at least one parent born in Moroc-
fmoroca07_mu
Number of Moroccan women in Amsterdam (with at least one parent born in Moroc-
fmorocr06_mu
Number of Moroccan women in Rotterdam (with at least one parent born in Morocco),
2006 2007 2006 2007 co), 2006 co), 2007 2006
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DANS Data Guide 9
fmorocr07_mu
Number of Moroccan women in Rotterdam (with at least one parent born in Morocco), 2007
turka06_mu
Number of Turks in Amsterdam (with at least one parent born in Turkey), 2006
turka07_mu
Number of Turks in Amsterdam (with at least one parent born in Turkey), 2007
turkr06_mu
Number of Turks in Rotterdam (with at least one parent born in Turkey), 2006
turkr07_mu
Number of Turks in Rotterdam (with at least one parent born in Turkey), 2007
mturka06_mu
Number of Turkish men in Amsterdam (with at least one parent born in Turkey), 2006
mturka07_mu
Number of Turkish men in Amsterdam (with at least one parent born in Turkey), 2007
mturkr06_mu
Number of Turkish men in Rotterdam (with at least one parent born in Turkey), 2006
mturkr07_mu
Number of Turkish men in Rotterdam (with at least one parent born in Turkey), 2007
fturka06_mu
Number of Turkish women in Amsterdam (with at least one parent born in Turkey), 2006
fturka07_mu
Number of Turkish women in Amsterdam (with at least one parent born in Turkey), 2007
fturkr06_mu
Number of Turkish women in Rotterdam (with at least one parent born in Turkey), 2006
fturkr07_mu
Number of Turkish women in Rotterdam (with at least one parent born in Turkey),
Copyright © 2012. Amsterdam University Press. All rights reserved.
2007 birtha06_mu
Number of live births in Amsterdam, 31 December 2006
birtha07_mu
Number of live births in Amsterdam, 31 December 2007
birthr06_mu
Number of live births in Rotterdam, 31 December 2006
birthr07_mu
Number of live births in Rotterdam, 31 December 2007
deatha06_mu
Number of deaths in Amsterdam, 31 December 2006
deatha07_mu
Number of deaths in Amsterdam, 31 December 2007
deathr06_mu
Number of deaths in Rotterdam, 31 December 2006
deathr07_mu
Number of deaths in Rotterdam, 31 December 2007
empla06_mu
Number of employed people in Amsterdam, for 52 weeks in 2006
emplr06_mu
Number of employed people in Rotterdam, for 52 weeks in 2006
avinca06_mu
Average net income per inhabitant in Amsterdam, 2006
avincr06_mu
Average net income per inhabitant in Rotterdam, 2006
welfa06_mu
Number of welfare benefit receivers in Amsterdam, 2006
welfa07_mu
Number of welfare benefit receivers in Amsterdam, 2007
welfr06_mu
Number of welfare benefit receivers in Rotterdam, 2006
welfr07_mu
Number of welfare benefit receivers in Rotterdam, 2007
unbena06_mu
Number of unemployment benefit receivers in Amsterdam, December 2006
unbena07_mu
Number of unemployment benefit receivers in Amsterdam, December 2007
unbenr06_mu
Number of unemployment benefit receivers in Rotterdam, December 2006
unbenr07_mu
Number of unemployment benefit receivers in Rotterdam, December 2007
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and
59
4.
References
Copyright © 2012. Amsterdam University Press. All rights reserved.
BPR (2006), The Municipal Personal Records Database, www.bprbzk.nl/ content.jsp? objectid = 4011, Ministerie van Binnenlandse Zaken en Koninkrijksrelaties. Crul, M. and L. Heering (2008), Introduction, The Position of the Turkish and Moroccan Second Generation in Amsterdam and Rotterdam: The TIES Study in the Netherlands, M. Crul and L. Heering, Amsterdam, IMISCOE: 19-23. ESS (2007), Weighting European Social Survey Data, http://ess.nsd.uib.nl/files/WeightingESS.pdf. Groenewold, G. (2008), Appendix: Sample Design, TIES survey implementation and evaluation, The Position of the Turkish and Moroccan Second Generation in Amsterdam and Rotterdam; The TIES study in the Netherlands, Amsterdam, IMISCOE: 169-179. IMES and NIDI. (2010), "History of the project: Research Methodology." Retrieved 23 September 2010, from http://www.tiesproject.eu/content/view/20/35/lang,en/. Kish, L. (1965), Survey Sampling, New York, John Wiley & Sons, Inc. Mulder, C. H. and A. Zorlu (2008), "Locatiekeuze van immigranten in de eerste vier jaar na aankomst." Bevolkingtrends, Centraal Bureau voor de Statistiek(3): 39-44. Schmeets, H. and R. v. d. Bie (2005), Enquêteonderzoek onder allochtonen. Problemen en oplossingen, Voorburg/Heerlen, CBS. Veldkamp (2007), TIES 2007: Veldwerkverslag (unpublished), Schothorst, Y.: Projectnummer 4436: 1-16.
The Turkish and Moroccan Second Generation and Their Comparison Group Peers in Amsterdam and Rotterdam : Technical Report and